LIBRARY 

BUREAU OF EDUCATION 







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REPORT of a SURVEY^ 
the SCHOOL SYSTEM of 
SAINT PAUL, MINNESOTA 



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JUN 10 1918 




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SURVEY COMMISSION 

George D. Strayer, Professor of Educational Administration, Teach- 
ers College, Columbia University, New York City — Chairman^ 

Lotus D. Cofifman, Dean of the School of Education, University of 
Minnesota, INIinneapolis, Minnesota. 

C. A. Prosser, President of the Dunwoodie Institute, Minneapolis, 
Minnesota. 



Authorized by the City Council of St. Paul, Minnesota 
February 16, 1917 



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GENERAL ADMINISTRATION AND 
SCHOOL BUILDING SURVEY 



By 



George D. Strayer, Professor of Educational Administration, Teach- 
ers College, Columbia University, New York City. 



and 



N. L. Engelhardt, Associate in Educational Administration, Teachers 
College, Columbia University, New York City. 



COMMISSIONER'S STATEMENT. 

Conforming to the provisions of an ordinance introduced by my 
predecessor and passed by the Council on May 23, 1916, a survey of 
the school system of St. Paul was made during the months of January 
and February. Dr. G. D. Strayer, Teachers' College, Columbia Uni- 
versity, was the director of that portion of the survey dealing with 
housing conditions and physical plant. Dr. C. A. Prosser, of the Dun- 
woody Institute, was director of that portion of the survey dealing 
with vocational education. Dr. L. D. Coffmann, of the University of 
Minnesota, was director of that part of the survey dealing with the 
course of study and methods of instruction. 

The delay in the publication of the survey has been due to a com- 
bination of circumstances over which the Department of Education 
lias had no control. The surveyors, in some cases, did not get their 
copy ready for the printers' hands until October, 1917. The reading 
of proof was frequently delayed because of the pressure of work in the 
office of the surveyors and because some of the surveyors are now in 
the Government service. Some of the surveyors made changes in 
their copy at the time of reading their proof. The work in the print- 
ing office has gone forward slowly. The Department of Education, 
while fully appreciative of the good derived from the survey, does not 
wish to assume responsibility for any errors of fact, if any exist, omis- 
sions, delays, inaccuracies or mechanical imperfections therein. As 
rapidly as received, the copy has been given to the printer. The credit 
and responsibility for the mechanics and publication of the survey 
rests with the surveyors and the printer. 

ALBERT WUNDERLICH. 

Commissioner of Education. 



CONTENTS. 

Page. 

Commissioner's Statement 4 

PART I. 

The Administrative Problem. 

The Administration of the Schools 5 

Attendance and Census 19 

Conservation of Health 39 

Public Library Service 47 

Buildings and Equipment 52 

Cost of School Maintenance 195 

PART II. 

The Instructional Problem. 

Instruction and the Course of Study 211 

Instruction in the First Four Grades 216 

Instruction in the Upper Four Grades 243 

Measurement of Children's Achievements 259 

The Course of Study 489 

The Secondary School System 549 



PART III. 

The Vocational Problem. 

Method of Procedure 661 

Vocational Education for St. Paul 663 

Training for Vocations 667 

Vocations Training Their Workers 673 

Vocation^al Training in the St. Paul Schools 683 

Recommendations as to Training 706 

Recommendations as to Schools 711 

Training for Girls ! 759 

Appendices. 

Vocational Courses for Men and Women 833 

Classification and Progress of Pupils 848 

Index 933 



THE ADMINISTRATION OF THE SCHOOLS. 



The St. Paul survey was undertaken at the request of the Com- 
missioner of Education and the Superintendent of Schools, with the 
understanding that there were four major issues upon which a report 
was desired, namely : 1, the situation with respect to the school 
plant, together with a programme for the development of adequate 
school accommodations ; 2, a study of the needs of St. Paul for voca- 
tional education, and a programme for the establishment of schools 
of this type ; 3, a study of the work done in the classroom with par- 
ticular reference to the development of more efificient teaching and 
a more satisfactory curriculum ; and 4, a consideration of the admin- 
tration of public education. This section of the report deals with 
the problems of the organization and administration of public edu- 
cation in the city of St. Paul as at present determined by charter pro- 
vision, and as developed by those now charged with administrative 
responsibility. 

St. Paul's charter provides for a Commissioner of Education who 
is designated by the Mayor for this particular service after the elec- 
tion at which all of the commissioners are chosen. Since all commis- 
sioners are elected for a two-year term, he serves for this same period 
in this most important office. The duties of the commissioner are 
those usually designated for the Board of Education in cities in which 
the schools are administered under this form of organization. The 
charter specifies that "under the direction and control by the Council, 
the Commissioner of Education shall establish, control, maintain, and 
provide for the public schools * * * and shall manage and con- 
trol the property real and personal belonging to said city which is 
used for the purposes of education, subject only to the provisions and 
limitations provided for in this charter." I., is also specified that the 
commissioner shall appoint the Superintendent of Schools, super- 
visors, principals, teachers, and all other employees. In another sec- 



6 REPORT OF SCHOOL SURVEY 

tion of the charter (Section 390) it is stated that "On nomination by 
said superintendent, said commissioner of education shall appoint all 
assistants to said superintendents, all office assistants to said super- 
intendents, all principals and all teachers in the public schools, all of 
whom shall be subject to removal by said commissioner on his own 
motion or on the complaint of said superintendent, by the mayor or 
by a two-thirds vote of the members elected to the council." The 
quotations given above are intended simply to indicate the power 
vested in the commissioner of education. 

A fundamental weakness in the form of administration provided 
by the charter is, in the judgment of the Survey Committee, to be 
found in the centering of responsibility for the school system in the 
office of a commissioner who enjoys so short a term of office. The 
best practice in the United States, and indeed an almost overwhelming 
practice, provides for continuity in the administration of public edu- 
cation through the selection of the several members of the boards of 
education for relatively long terms of office. Where boards of educa- 
tion are composed of three, five, or seven members, it is common to 
provide for a term of office for each of the members of the board cor- 
responding to the number of members. Where a board consisting 
of five members, one being elected each year, and each serving a five- 
year term, is provided, there is not apt to be any sudden change in 
educational policy. The superintendent of schools is commonly 
elected for a period of from three to six years. Teachers, principals, 
and supervisors look upon the administration as continuous, and are 
ordinarily to be found working in co-operation with their administra- 
tive officers for the realization of a programme extending over a con- 
siderable number of years. 

With a commissioner of education elected for two years only, 
and with the expectation that each commissioner will select a new 
superintendent, a lack of continuity in educational policy with an 
accompanying unrest and even unwillingness to exert a maximum of 
effort for the realization of the aims of the administration might rea- 
sonably be expected to follow. Something of this lack of confidence 
and failure to co-operate wholeheartedly with those in charge of the 
administration of the schools is apparent to anyone who becomes 
acquainted with the Saint Paul situation. It is therefore most earn- 
estly recommended that the charter be amended so as to provide either 
for a minimum term of four years, for a commissioner of education 
to be elected, not as one of a group of commissioners, but for the 
particular office which he is to occupy, or that the charter be so 
amended as to provide for a board of education of five or seven mem- 



GENERAL ADMINISTRATION 7 

bers, one to be elected each year and each of whom will serve for five 
or seven years.* 

An increase in the length of term for which the superintendent of 
schools is elected should, of course, be provided. It may be noted as 
well that the present salary of the superintendent of schools is inade- 
quate as compared with the salaries being" paid by other cities of the 
size of Saint Paul to superintendents of schools recently elected. It is 
not probable that the city can hope to retain the services of any first- 
class man over any considerable number of years if the present salary 
limitation continues in force. 

The relationship existing between the present commissioner of 
education and the superintendent of schools is most satisfactory. In 
a communication concerning the work of his office, the superintendent 
speaks of the support offered by the Commissioner as follows : "The 
consistent, prompt, and intelligent support of the Commissioner of 
Education * * * has made * * * progress possible." Since 
the beginning of the present administration, much has been attempted 
for the improvement of the schools. Important among these activi- 
ties are the discontinuance of the City Normal School, provision for 
more adequate supervision of the work of the elementary schools, or- 
ganization of courses of study and selection of new text-books, to- 
gether with certain reorganizations which seek to relieve congestion 
in high schools, to provide better facilities for mentally deficient chil- 
dren, an open-air class for anemic children, and a redistricting so as 
to eliminate half-day sessions as far as is possible. 



* In the remainder of this report the form of administration 
determined by charter with a commissioner of education dis- 
charging the duties commonly delegated to a board of education 
is assumed.pThe Survey Committee wishes, however, to place 
itself on record as favoring the control of public education by a 
board of from five to seven members elected at large, one each 
year for either five or seven year terms of office at a special school 
electionTj It is their judgment that this board, within certain 
limitations to be determined by the charter, should have the 
power to levy taxes and be responsible for the expenditure of all 
moneys raised for educational purposes. The board should, sub- 
ject to the limitations commonly imposed with respect to the lim- 
itation of debt and, upon the vote of the people, have the power 
to issue bonds for the erection of school buildings. The board 
should be responsible for the erection of such buildings. 



REPORT OF SCHOOL SURVEY 



SUPERVISION OF INSTRUCTION. 

Much remains to be done in the reorganization of the supervision 
of instruction. As has been suggested above, during the present year 
the Superintendent of Schools has been at work upon this problem. 
The work has been reorganized, and additional supervisors have been 
employed who have attacked the problems presented for their solu- 
tion with much energy and intelligence. Different members of the 
survey staff met with the supervisory corps, discussed with them their 
plans of work, and suggested the lines along which work in this field 
might be developed. 

The survey committee is glad to commend the assistance which 
has been given to teachers in bulletins which have been issued in the 
several subjects, which enable teachers to plan their work more ad- 
vantageously until a course of study is formulated. The plan for 
making the course of study, which is to involve supervisors and grade 
teachers, shows a proper appreciation of the contribution to be made 
by all members of the staff. Grade meetings, involving not only a 
discussion of the work being undertaken in the schools but also a 
demonstration of methods which can be most satisfactorily employed, 
are most heartily commended, and should be still further developed. 
The checking up of the work of the children through carefully devised 
tests will, it is anticipated, prove very valuable to supervisors and 
teachers in their study of the relative value of the materials and 
methods now used in the classroom. 

The greatest need in the field of supervision is for a reorganiza- 
tion which will call into the service one or two additional supervisors 
for positions in which they will be responsible for the organization 
and direction of the work of the supervisory corps ; and the institution 
of a bureau of research and investigation, which will be responsible 
not simply for the giving of tests but for investigations in other fields 
such as attendance, classification and progress of children, costs, and 
the like. 

In the judgment of the Survey Committee, this reorganization 
can be brought about, and the type of leadership which will be most 
productive secured, through the designation of one of the members 
of the present supervisory staff as director of research, and the addi- 
tion to the corps of a general supervisory officer charged with the 
organization and supervision for the first four grades of the elemen- 
tary school, and another general supervisor whose field will cover the 



GENEUAL ADMINISTRATION 9 

work of the upper grades. If the intermediate si:hools recommended 
in this report are instituted, there would still be a sufficiently large 
field for the corps suggested by dividing the first six years of the ele- 
mentary school into two groups, the first to the third inclusive, and 
the fourth to the sixth inclusive, under the direction of the supervisory 
officers mentioned above. The development of the highest efficiency 
upon the part of those now at work in the field of supervision will re- 
quire of some of them an opportunity to study the work of supervi- 
sion in other cities, and ought within the next three or four years to 
involve further preparation for this work by study in university 
courses in education dealing particularly with the field of supervision. 

In the opinion of the Survey Committee, a maximum of efficiency 
in the field of supervision cannot be expected, however, without the 
modifications with respect to the terms of office of the Commissioner 
of Education and Superintendent of Schools providing for continuity 
in educational administration as suggested above. The development 
of an adequate supervisory policy requires that the same persons work 
for the solution of the problems in which they are interested over a 
considerable period of years. It is necessary as well that principals 
and teachers look to the supervisory corps for leadership which is to 
be continuous, and even for control which will last beyond the very 
short period now provided by the term of office of the Superintendent 
of Schools. 

The efBciency of the work done in the classroom is, in no small 
measure, determined by the administration outside of the plans in- 
stituted for the supervision of instruction. The Survey Committee 
has therefore considered the present situation with respect to the work 
of the Deputy Commissioner of Education, the office of the Superin- 
tendent of Buildings and Grounds, the work of the division of com- 
pulsory education, and of medical inspection. It is only as each of 
these parts of the whole administrative organization is developed ade- 
quately that the work of the schools can be conducted economically 
and efficiently. 



THE OFFICES OF GENERAL ADMINSTRATION OF THE 
DEPARTMENT OF EDUCATION. 

The offices of the Commissioner of Education and the Superin- 
tendent of Schools, together with those of all of the other administra- 
tive officers of the school system, are located on the top floor of the 
Court House, in the quarters that were once occupied by the city jail. 



10 REPORT OF SCHOOL SURVEY 

It is regrettable that these rooms have been turned over to the De- 
partment of Education for their offices. The light is extremely poor, 
the quarters are very congested and ill-arranged, and the facilities 
which are provided are such as to prevent any efficient system of ad- 
ministration. Many of the offices that are furnished are of such a 
nature as to prevent of the proper transaction of the business of the 
department. The office of the attendance departments consists of 
one desk in the very congested workroom of the department. It is 
obviously impossible for the attendance officer to do any corrective 
work with boys who are brought in for truancy when he has no room 
for private consultation. The other offices are just as inadequate. 

The Survey Committee recommends that arrangements be made 
whereby the central office of this department may be housed in a prop- 
erly lighted, properly heated and ventilated, and properly equipped 
office. The success of the management of the whole school system 
depends upon an equipment which will permit of a prompt and thor- 
ough transaction of all the affairs of the department. The Survey 
Committee believes that it is possible to use either a certain section 
of the public library, or a section of the auditorium, as temporary of- 
fices for the department of education. Both of these buildings pro- 
vide far better facilities than exist in the Court House. Ultimately 
the offices of the Department of Education should be housed in a cen- 
tral building of administration. This building should provide, in ad- 
dition to the offices of all of the administrative and supervisory corps, 
an adequate supply room and consultation rooms for the use of the 
Superintendent and supervisors. 

It is advisable that this department should centralize in its offices 
cumulative record cards of all children attending the schools of the 
city. These cards are now kept in the individual schools. There are 
no duplicates, so that if one set is destroyed, the loss is irreparable. 
A complete modern record system of all phases of attendance, of the 
teaching staff, of the successes and failures by schools and grades, and 
such other phases of the work which would permit of a complete 
analysis of the work that is being accomplished in the school system, 
should be installed. 



ACCOUNTING DIVISION. 

The Accounting Division of the Saint Paul Department of Edu- 
cation is under the direction of the Deputy Commissioner of Educa- 
tion. By provision of the charter, the City Comptroller may require 



GENERAL ADMINISTRATION 11 

of the educational administration accounts in such form and of such 
frequency as he may consider best for the service. 

Such accounts have been kept and such reports rendered to the 
entire satisfaction of the city administration. It seems, however, to 
the Survey Committee and to the Deputy Commissioner of Education 
that a much more adequate system of accounting should be installed. 
In order to administer with intelligence a large school system it is 
necessary to figure costs not only in terms of the purpose for which 
money is spent but also in terms of the various units which make up 
the whole school system. It should be possible, for example, to dis- 
cover just what the additional cost in terms of up-keep, supervision, 
teaching and the like for an eight-room building is as compared with 
a sixteen-room or a twenty-four-room building. It ought to be pos- 
sible at any time to determine accurately on a per pupil basis the cost 
of supplies, of tuition, of janitor service, fuel and the like. 

The Deputy Commissioner of Education should also be responsi- 
ble for the organization of a system of cost accounting for the depart- 
ment of buildings and repairs and for the public library. In a later 
section of this report it is advocated that in the building and repairs 
department labor costs, the standardization of supplies which are used 
by the repair department, and a careful system of accounting for all 
educational supplies which are furnished be instituted. In order to 
do this work satisfactorily, the Deputy Commissioner will need in 
his own office one or more additional clerks and it will also be neces- 
sary to add at least one more person to the staff of the superintendent 
of buildings and repairs. 

It is the judgment of the Survey Committee that the salaries that 
would need to be paid in order to bring about this needed reform 
would in all probability be saved by the economies which would be 
afifected by an intelligent administration furnished, by means of the 
system of accounting suggested, data upon which to base their pro- 
cedure. It may be said in passing that in most cities of the size of 
Saint Paul much more adequate systems of accounting have been in- 
stalled and have more than justified themselves in the estimation of 
those responsible for the administration of the schools. It may be 
noted in passing that the essential features of such a scheme of ac- 
counting as is proposed have been recommended and approved by 
the Department of Superintendence of the National Education Asso- 
ciation, the United States Bureau of Education, the Bureau of the Cen- 
sus and the National Association of School Accounting Officers. The 
details of this system of accounting, in so far as the Survey Com- 
mittee is informed, have been best developed by the Statistical Divi- 



12 REPORT OF SCHOOL SURVEY 

sion of the New York State Department of Education and are avail- 
able from the state printer.* 



DEPARTMENT OF BUILDINGS AND REPAIRS. 
School Supplies. 

The personnel of the Department of School Buildings and 
Grounds consists at the time of writing this report of a superintend- 
ent of buildings, one stenographer, three foremen, fifty-one mechanics 
and laborers, and the engineer-janitors and janitors oi the various 
school buildings. Under the present organization the shop foreman 
is responsible for the work of three cabinet makers, eleven carpenters, 
one painter foreman and seven painters, one plasterer, one brick ma- 
son, one steam fitter, one plumber, one assistant mechanic, three 
mason tenders, one truck driver, twelve common laborers, three team- 
sters, and one store keeper. An inspector of fuel and heating plants 
is primarily responsible for the efficiency of the janitor-engineers and 
their plants, while the superintendent of buildings has a position of 
general oversight and control over the shop foreman and the men in 
his employ, and the work of the inspector of fuel and heating plants. 
The superintendent of buildings is also directly responsible for the 
efficiency of the janitors, whose duties consist merely of the cleaning 
of the various buildings. The office of the superintendent of build- 
ings is located with the other administrative offices in the City Hall, 
while the repair shops, supply and store rooms are on the Jefferson 
School grounds, at a considerable distance from the superintendent's 
office. 

This department is not held responsible for any new construction, 
since under Section 304 of the City Charter the construction of all new 
buildings in the city must be done under the direction of the Commis- 
sioner of Parks, Playgrounds and Public Buildings. 

Erection of buildings. — Sec. 304. (a) Sketch plans. When- 
ever the erection of any building is contemplated either by the 
council or any commissioner, then the commissioner of parks, 
playgrounds and public buildings upon written request, shall pre- 
pare, as soon as practicable, any and all sketch plans and other 
data therefor. 

*C. F. Williams & Son, Albany, New York. 



GENERAL ADMINISTRATION 13 

(b) Complete plans and specifications. When any such im- 
provement has been authorized, the council shall direct the com- 
missioner of parks, playgrounds and public buildings to prepare 
or cause to be prepared complete plans, estimates of cost and spec- 
ifications therefor. Under the direction of the commissioner 
aforesaid, the city architect shall frame all plans and specifications 
and make estimates of cost for all public buildings and superin- 
tend the construction thereof. The council may, however, au- 
thorize the said commissioner to employ a consulting or design- 
ing architect to aid in such work at such compensation as it shall 
'fix. All plans and specifications shall be prepared and approved 
in the manner provided for in the chapter on parks, playgrounds 
and public buildings in this charter, as modified by this section. 

(c) Construction of buildings. (1) By contract. The 
committee on public buildings shall direct the purchasing agent 
to advertise for proposals in accordance with -the provisions of 
this charter for alternate proposals: (1) upon the basis for the 
construction of said building at a fixed price to be named by the 
bidder, and (2) upon the basis for the construction of the said 
building by the said bidder upon force or cost account, which lat- 
ter bid shall contain the cost thereof as estimated by the bidder 
and the per cent of the cost demanded by the bidder for construc- 
tion and superintendence. It is hereby made the duty of the 
commissioner of parks, playgrounds and public buildings to sub- 
mit an estimate for such construction work. 

Subject to the approval of the council, the said committee au- 
thorized by this charter to open said bids shall award the con- 
tract for such improvement to the lowest responsible bidder either 
upon the basis of a fixed price or upon the basis of force or cost 
account and percentage, or it may reject all bids and readvertise, 
or it may recommend that the commissioner of parks, play- 
grounds and public buildings perform such work. 

The charter requires that this commissioner shall also appoint an 
architect of at least five years' experience, whose duty it shall be to 
prepare plans, specifications, and estimates, under the direction of said 
commissioner, for all public buildings of any and every character. 
Sections 431 and 434 of the Charter are here given in full. 

Commissioner ex-officio building inspector. — Sec. 431. Said 
commissioner shall be ex-officio building inspector of the City of 
St. Paul. With the approval of the council he shall appoint a 
competent architect of not less than five years' practical experi- 



14 REPORT OF SCHOOL SURVEY 

ence in his profession next preceding his appointment, to work 
under the direction of said commissioner. Said architect shall 
receive a salary not exceeding $4,000 a year. 

Duties of architect. — Sec. 434. Besides performing such du- 
ties as the council or the commissioner of parks, playgrounds and 
public buildings may prescribe, said architect shall prepare plans, 
specifications and estimates, under the direction of said commis- 
sioner, for all public buildings of any and every character what- 
ever by the City of St. Paul or by any department, bureau or office 
thereof. Through said commissioner said architect shall submit 
said plans to the ofhcer or department responsible for the expend- 
iture of the funds with which said building is to be erected. If 
said plans meet the approval of said officer, he shall submit them 
to the council, and after their approval by resolution of the coun- 
cil, they shall be the official plans for the building in question. If 
they do not meet with the approval of the officer responsible for 
the expenditure of said funds, he shall point out in detail to said 
commissioner of parks, playgrounds and public buildings and to 
said architect, his objections to said plans, and said commissioner 
shall cause said architect to meet such objections. If in the opin- 
ion of the commissioner of parks, playgrounds and public build- 
ings, such objections are well taken he shall require said architect 
to so modify said plans as to remove said objections. If on the 
other hand said architect and said commissioner of parks, play- 
grounds and public buildings consider said plans proper, he shall 
have said architect report upon said plans in detail and said com- 
missioners shall lay said plans with the objections to them and 
the report of the architect before the council which shall approve 
said plans or shall order said commissioner to have new plans pre- 
pared. Plans shall in this manner be prepared and submitted to 
said council until they prove satisfactory to the council and are 
approved by it. 

It will be seen that the council, as a whole, decides upon the type 
of school building to be erected in St. Paul, while the plans and spec- 
ifications may be devised by an architect who may be lacking entirely 
in experience in schoolhouse planning and construction. It is unfor- 
tunate that such an arrangement exists. Schoolhouse planning and 
construction should be in charge of men who are familiar with the 
best practices in schoolhouse construction elsewhere. These men 
should be constantly studying the developments of education through- 
out the country, and should be familiar with the probable future needs 



GENERAL ADMINISTRATION 15 

in education. The necessity for specialization in schoolhouse plan- 
ning and building has been recognized in many cities where this de- 
partment is directly under the supervision of the chief executive, the 
superintendent of schools. This officer, working through the super- 
intendent of buildings and a special school architect, can prevent many 
constructional blunders which prove disastrous to the health and work 
of the school child. Under St. Paul's plan, school buildings when 
finished are turned over to the Department of Education. Lack of 
co-operation between the department that builds and the department 
that finally utilizes the schools has resulted in many defects even in 
the most recent buildings. 

The chief tasks of the present department of buildings and 
grounds are therefore the repair and maintenance of the school plant. 
The responsibility for the purchase of supplies needed in the depart- 
ment rests with the city purchasing department. 

Apparently some of the duties now assumed by the department 
of buildings are inherited from the system in vogue under the old 
Board of Education plan of control. While the school system was in 
the process of growing to its present size it was quite necessary that 
many duties should fall to the lot of this department, which, under the 
new charter, have been provided for in other ways. The complete 
separation of this department from all educational responsibility is 
now desirable. The committee found the superintendent of buildings 
spending some of his time in disciplining boys who had injured school 
property. Such duties should be assumed entirely by the attendance 
and truancy departments. The cost of appraising damage done to 
school property by mischievous boys may well be determined upon 
by this department, but the responsibility for discipline belongs else- 
where. The reorganization of the attendance department together 
with the provision for an adequate staff for the enforcement of the 
compulsory education law, will doubtless render this type of activity 
upon the part of the superintendent of buildings and repairs unneces- 
sary. 

The proper transaction of the business connected with the ma- 
terial side of a school system as large as that of Saint Paul requires 
all of the time and supervision of the head of that particular depart- 
ment. The fact that the office of the superintendent of buildings and 
the stenographer of the department is separated entirely from the 
main workshop of the department indicates that the transition from 
the old Board of Education plan to the new charter organization has 
failed in bringing about the greatest efficiency. The superintendent 
of buildings should have his office so located that he may give con- 



16 REPORT OF SCHOOL SURVEY 

stant and direct supervision over the work that is being- done in the 
storeroom and in the shops. The Survey Committee recommends 
that the entire Jefferson building be devoted to the needs of the build- 
ings and grounds' department, and that the office of the superintend- 
ent of the department be located therein. Telephone connections 
with the main office will permit of the rapid communication needed 
between the two departments. 

Thousands of dollars have been spent by this department during 
the past few years on repair work in the various schools. In fact, the 
cost of repair work in Saint Paul has been excessive because of the 
condition and age of the various school buildings. No reports from 
this department of the repair work done during any year were avail- 
able, nor are records kept of job costs or the cost of repairs distributed 
by buildings. It appears that such records were not made. It is un- 
derstood, however, that a system of reporting repairs has been insti- 
tuted during the current year. The building department spent during 
the year 1914-15, $54,135.93 on wages alone for mechanics and labor- 
ers. No distribution of this amount could be obtained. No business 
firm could afford to be without such records. There is much criticism 
in the city over what is called the soldiering and loafing in the repair 
work. ' Records showing that these criticisms are unfair should be 
available. 

All repairs, alterations, equipment and standard supplies should 
be on a strict budget basis determined in advance and adhered to so 
far as can be done with a sufficient leeway allowed for emergencies 
and unforeseen requirements. All jobs should be numbered and as- 
signed in advance, job costs kept of materials and labor by schools or 
objects, and a monthly report made to accompany the payroll each 
month. The superintendent of buildings, while having general super- 
vision, might delegate the two main divisions of the work to two sub- 
ordinates. One of these, the foreman of repairs, should be in direct 
charge of work being done in the field by mechanics and laborers, 
should approve of their time, look after the proper reporting on job 
tickets, and the distribution of material in advance of jobs to obviate 
loss of time. He should also make the assignment of crews. The 
other, the foreman in charge of engineers-janitors and janitors, should 
be responsible for the efficient and economical operation of the heating 
and ventilating equipment, the proper distribution and use of fuel and 
supplies, and the checking of janitors' requisitions. He should see 
that janitors are properly instructed and efficient in their work. He 
should make a daily report to the superintendent of buildings showing 
the schools visited, conditions found, and repairs or changes needed 



GENEKAL ADMINISTRATION 1'? 

in any mechanical equipment. He should maintain service record 
cards and approve the monthly payrolls. 

The school principals should have immediate charge of janitors, 
subject to general instructions from the superintendent of buildings. 
Janitors should be permitted to make minor. repairs, such as screwing 
down desks, placing hooks, and the like, at the request of the princi- 
pal, without the approval of the Superintendent of Buildings. To 
avoid m.isunderstanding or conflict of authority, a manual of printed 
instructions should be placed in the hands of every janitor and en- 
gineer. The present typewritten instructions are most inadequate. 

The stock room facilities of this department are so inadequate 
that it would not be possible to store a year's supply there, especially 
with the present lack of system. The Superintendent of Buildings 
says that they are at present "buying from hand to mouth." For in- 
stance, two gross of candles for fumigating and two tons of clean- 
sweep, enough to last but three months, are purchased at a time. 
Much junk is stored in this building which should be sold. 

Suplies are received at the storeroom without any intimation of 
the amounts ordered by the purchasing department. The records 
kept in the stock room are also evidence of a failure on the part of this 
department to keep pace with the growth of the city school system. 
It has obviously been impossible for this department to provide a 
modern system of storeroom records with the help that has been fur- 
nished. With more commodious storeroom facilities, supplies should 
be purchased sufficient for a year's needs. An adequate supervision 
should be furnished over the issuance of all supplies. The depart- 
ment should standardize, as far as possible, all of the supplies that 
are used, so as to prevent misunderstanding and duplication. The 
day's work for mechanics and laborers should also be standardized so 
that the department may know whether the city's money is being 
wisely expended. 

Beginning in January, 1917, a supply clerk has been employed 
by the Department of Education for the purpose of assisting generally 
in the office of administration, arranging for the proper distribution 
of educational supplies, supplementary readers and books for indigent 
pupils, and for the purpose of establishing and maintaining inventories 
of books, supplies, and school property. It is highly important that 
these tasks be done. In fact, the school system cannot be properly 
managed unless these details are wisely and carefully handled. The 
Survey Committee believes that much of this work should be done 
in the main supply storeroom located at the Jefferson. The supply 
clerk should be held responsible for the care of all supplies, and not 



18 REPORT OF SCHOOL SURVEY 

merely educational supplies. The city does not supply free textbooks, 
and furnishes a much smaller part of the educational supplies than is 
done in many other cities. The labor involved in distributing educa- 
tional supplies is therefore relatively light. The supply clerk and 
storekeeper should work together in the same office, and should be 
held responsible for its efficiency. The maintenance of stock records 
and job costs, the receipt and distribution of material on the perpetual 
inventory plan ; the making of requisitions ; checking purchase orders, 
receiving and transmitting requests for fuel, supplies, and repairs, 
and above all, maintaining an accurate distribution by schools on all 
of these items, including the time of all employees, are some of their 
problems. All of these clerical duties could be performed by two 
clerks and^a stenographer. At present much of this work is not done 
at all, and the foremen of repairs and heating plants are forced to 
spend a great deal of their time in the shop office upon clerical details. 
There is no clerk at the shop office, and no definite responsibility for 
particular tasks. The Superintendent of Buildings employs a ste- 
nographer at his office at the Court House, much of whose time is 
occupied in duplicating work done at the shop, such as copying requi- 
sitions which are mailed from the shop. These should originate at 
the shop and the copy be left there as a reference against which to 
check receipt of goods. Papers are mailed back and forth between 
the shop and Court House and time lost, when the matter could better 
and more promptly be handled at the shop office and time and 
labor saved. The supply clerk and storekeeper, together with the 
stenographer of this department, should be able to put this depart- 
ment on a proper basis. 

There should also be kept in this department a building record 
card, giving all details of measurement of the various school buildings, 
the types of equipment contained in them, as well as the moneys ex- 
pended upon each building from time to time. Such record cards may 
be easily devised, and would be of great assistance to the department 
when making repairs or additions. No records of this kind were 
available to the Survey Committee. Because of the great lack of all 
kinds of records, it was quite evident to the Survey Committee that 
much time is lost by members of the repair gangs in going to school 
buildings for observation purposes, or for slight measurements, when 
many of the needs might have been foreseen and provided for by an 
adequate record system. Detailed reports should be required from 
this department from time to time showing how improvements are 
being made in the management of the department. 



ATTENDANCE AND CENSUS 19 



SCHOOL ATTENDANCE. 



In Minnesota every child between eight and sixteen years of age 
must attend school during the entire time the public schools of the 
district in which the child resides are in session. 

A child under sixteen years of age must be excused by the school 
board of the district in which the child resides for the following rea- 
sons : 

(a) If such child's bodily or mental condition is such as to pre- 
vent his attendance at school or application to study for the period 
required. 

(b) If such child has already completed the studies ordinarily 
required in the eighth grade. 

(c) If there is no public school within reasonable distance of 
his residence, or if conditions of weather or travel make it impossible 
for the child to attend. 

To enforce this law the school census of all children of compul- 
sory school age should be checked, at the opening of school, and all 
children not attending should be found and caused to enroll. 

Article 227 of state school laws requires that in case of non-con- 
formance with the above, the city superintendent shall present the 
matter before the county attorney and that the principals of private 
schools shall report to the city superintendent the same type of infor- 
mation required by the law for children attending public schools. 

Article 231 requires that a complete school census be taken in 
every school district of all children, between the ages of 6 and 16 be- 
tween July 1 and October 1 of every year, and that no special school 
funds be apportioned to such district as fails to take such a census. 

The school census for the city of St. Paul was taken in accord- 
ance with the law previous to September, 1916. Supervisors work- 
ing with four to six enumerators each were appointed for each school 
district. Each supervisor was given an alphabetical list of all chil- 
dren found in his district during the previous year. This list formed 
the basis of the enumeration. The following type of card was used 
in obtaining the data. 



20 



REPORT OF SCHOOL SURVEY 



SCHOOL CENSUS 



.School 



Date 



1916 



Parents or Guardian 



Address 



Names of Children 


Date of Birth 


Ag-e 


Boy 


Girl 


Surname 


Given Name 


IMonth 


Day 


Year 





































































































































The form of the card is highly inadequate, though it does comply 
with the law. One card is used for an entire family, while the age 
recorded for any child is apparently that given by the representative 
of the family who responds to the enumerator's knock on the door. 
No common age basis was accepted for computing ages. 

The results of the enumeration by school districts compared with 
the September enrollment in each school are given in Table A. The 
September enrollment in the elementary schools was 21,437, while 
the total census figures were 34,294. Subtracting from the census 
figures the September enrollment in the four high schools, it is found 
that 9,180 children enrolled by the census were not accounted for in 
the September public school enrollment. 



ATTENDANCE AND CENSUS 



21 



TABLE A. 



Sept.— 1916. 'S ^ 

SCHOOLS ^ I 

1. Adams 490 

2. Ames 314 

3. Baker 373 

4. Boys' Farm 21 

5. Cleveland 561 

6. Crowley 728 

7. Davis 262 

8. Deane 80 

9. Douglas 733 

10. Drew .372 

11. Ericsson 675 

12. Finch 312 

13. Franklin 707 

14. Galtier 584 

15. Garfield 289 

16. Girls' Home 10 

17. Gordon 372 

18. Gorman 431 

19. Grant 291 

20. Hancock 726 

21. Harrison 285 

22. Hawthorne 347 

23. Hendricks 542 

24. Hill 629 

25. Homecroft 120 

26. Irving 390 

27. Jackson 294 

28. Jefferson 637 

29. Lafayette 913 

30. Lincoln 585 

31. Logan 24 

32. Longfellow 570 

33. McClellan 423 

34. McKinley 612 



1—1 



O < 



1,047 
409 
374 

1,061 

787 

476 

249 

1,294 

1,168 

192 

1,483 
735 
502 

631 
957 
415 
956 
1,138 

829 
827 
254 
877 
659 
915 
1,098 
790 
72 
785 
657 
869 



Adams and Riverside 
Ames and Hayden Heights 



Cleveland and Ericsson 



Franklin and Hawthorne 



Homecroft and Quincy 



Lafayette and Edison 



22 EEPORT OP SCHOOL SURVEY 

TABLE A— Continued. 



Sept.— 1916. fe "S ^^ 

go ^ bx) 

SCHOOLS ^ c g ^ 

35. Madison 556 592 

36. Madison Normal. 48 

37. Mattocks 45 295 

38. Maxfield 312 764 

39. Monroe 456 790 

40. Mound Park 433 685 

4L Murray 369 496 

42. Neill 268 486 

43. Phalen Park 680 744 

44. Quincy 32 

45. Ramsey 448 771 

46. Rice 264 403 

47. Scheffer 293 911 

48. Sheridan 101 162 

49. Sibley 525 1,062 

50. Smith 314 840 

5L Taylor 60 118 

52. Tilden 130 182 

53. Van Buren 600 955 

54. Webster 559 930 

55. Whittier 455 602 

56. Riverside 24 

57. Special School 

Washington . . 64 



Grade total.. . .21,437 

Central High.... 1,687 

Humboldt High. 456 

Johnson High... 679 
Mechanics Arts 

High 855 



High School total 3,677 



Total 25,114 34,294 



ATTENDANCE AND CENSUS 23 

After the census cards have been collected the package for each 
district is sent to the principal of that district's school. The principal 
is supposed to check her school enrollment with the census cards and 
then report back to the main office. This is not always done, as the 
committee found one package of census cards which had not been 
untied. The principal was not positive as to the use that was to be 
made of them, and yet this census had cost the city $1,600. Had all 
reports been handed in to the main office, it would have been obvi- 
ously impossible for the one attendance officer, without clerical assist- 
ance, to check up the 9,180 children who had not enrolled in the public 
schools. There is a great probability also that many of the children 
who did enroll were not included in the census, thus raising the 9,180 
figures considerably. To be sure, the great majority of the children 
enrolled in private schools in the fall, but how many is not known. It 
was also impossible for teachers and principals to secure the infor- 
mation desired about these children, for in the Adams district alone 
the census figures give 533 children more than the Adams and River- 
side enrollment, whose cases it would have been necessary for the 
principal to investigate. 

It is evident that if the city of St. Paul desires to accept the re- 
sponsibility for enforcing the school compulsory attendance laws thai 
a permanent continuing census of the type now used in such cities as 
Rochester, Philadelphia, and Buffalo should be established. The sys- 
tem followed by the Buffalo School Census Board is worthy of adop- 
tion by St. Paul. 



24 



REPORT OF SCHOOL SURVEY 



A DESIRABLE SCHOOL CENSUS PLAN FOR ST. PAUL. 

In Buffalo the "Block S3''stem" is used. Under this system the 
city is divided into blocks, and the census is taken by the police. See 
form "A." 



'A.' 



PRECINCT 



BLOCK 



BUFFALO SCHOOL CENSUS 



NAME SEX 



MONTH, DAT AND I ADDRESS 

TEAR OP BIRTH f 



BIRTHPLACE SCHOOL . . 

DEFECTS 

EMPLOTED? EMPLOTER'S NAME, 



COLOR 



LABOR CERT.?. 



HOW MANT I 

TEARS WORKING? f 



CAN READ AND 
WRITE ENGLISH? 



PATROLMAN'S SHIELD NO. 



Leave This 
Space Blank 



PARENT 



NAME 



BIRTHPLACE , 



TEARS ) 
IN U. S. i 



NATIVE t 
LANGUAGE T 



ATTENDANCE AND CENSUS 



25 



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26 REPORT OF SCHOOL SURVEY 



This record card is then filed in the school district to which it be- 
longs. An index card is made to correspond with the record card, 
and shows where the record card can be located. See form "C." 



School Dist. 
Pupil's name 

Address 

Date of Birth Parent's name 



ATTENDANCE AND CENSUS 



27 



The census is amended from day to day by the police as changes 
occur in the same manner as the original census is taken. See 
form "D." 



'D" 



PRECINCT 



AMENDMENT TO BLOCK 

BUFFALO SCHOOL CENSUS 



FAMILY NAME 



CHILDREN'S NAMES 


DATE OF 
BIRTH 


SCHOOL 


EMPLOYED 


DEFECTS 


















































































OLD ADDRESS 


PARENT'S 

NAME 


NEW ADDRESS 


BIRTHPLACE 


DATE 


TRS. IN U. S. 


TRS. IN 
BUFFALO 




NATIVE LANGUAGE 



28 REPORT OF SCHOOL SURVEY 

The record and index cards are then changed to agree with the 
new information received by the police. 

In addition to the work of the police, the Buffalo Bureau receives 
from the public and private schools at the beginning of the school year 
a complete registration of all pupils registered in these respective 
schools. See form "E" for the public schools and form "F" for the 
private or parochial schools. This information is then placed on the 
record card (form "B"), and the index card (form "C") is changed to 
agree with same. 



"E." 
BUFFALO SCHOOL CENSUS 

Name School 

Age Address 

Parent's Name 

Remarks 

Date 

"F." 
BUFFALO SCHOOL CENSUS 
Private School Registration September, 1916 
Name 

Age Address 

Parent's Name 
School 
Date 



ATTENDANCE AND CENSUS 29 



When a pupil leaves school during the year for any reason, 
namely; leaving the city, moving out of the district or transferred to 
some other school, the principal of the school which the child has been 
attending sends the Board a transfer. See form "G." In case the 
child is transferred from one school to another, the principal of the 
school to which the child has been transferred sends the Board a reg- 
istration slip for that child. (Form "E.") 



"G." 

BUFFALO SCHOOL CENSUS 

Transfer Card 

Child's Name Age 

Parent's Name 

Old Address Old School 

New Address New School 

Date of Last 

Attendance 191 



Principal 



30 REPORT OF SCHOOL SURVEY 

In all cases of changes of address reported, whether through the 
police or the principals, notice is sent to the principal of the district 
into which the child has moved to check the child's attendance at 
school. See form "H." 

"H." 

SCHOOL CENSUS BOARD 

City of Buffalo 

Principal School No 191 

Name , Age 

Has moved to Street 

Kindly advise me on back of this blank whether or not he is 
registered in your school. If I do not receive reply from you within 
one week I will report child's name to truant officer. 

JOHN J. JORDAN, Secretary 

If an answer is received that the child is not attending school, a 
truant card is made out and investigated by the truant officers. See 
form "I." In this manner children's records, which would otherwise 
be lost, are kept track of. 

BUFFALO SCHOOL CENSUS 

Name School 

Age Address 

Parent's Name 

Remarks 

Date 



ATTENDANCE AND CENSUS 31 

The Board also receives daily from the Health Department a list 
of children to whom labor certificates have been granted. See 
form "J." 



BUFFALO SCHOOL CENSUS 

Child Labor Certificate Report. 

The following Certificates were issued by the Board of Health 
during the week ending 191 

Child's Name Address Age School Cert. No. 

Signed 



It also receives a list of those children who have been refused la- 
bor certificates. See form "K." In all cases where children are re- 
fused, truant cards (form "I") are made out and investigated by the 
truant officers to see that children have returned to school. 



"K." 

BUFFALO SCHOOL CENSUS 

Child Labor Certificate Report. 

The following Certificates were refused by the Board of Health 
during the week ending 191 

Child's Name Address Age School Cert. No. 

Signed 



33 REPORT OF SCHOOL SURVEY 

The carting concerns of Buffalo, when moving families within the 
city, report to the Census Bureau on a special form. 

The work done by the School Census Board of Buffalo necessi- 
tates the employment of truant officers and a clerical force. The en- 
tire attendance department of St. Paul includes one lone officer. 



ST. PAUL'S PRESENT ATTENDANCE DEPARTMENT. 

This attendance department must investigate all cases of truancy 
in public and private schools which average between thirty and forty 
cases per day and from 6,000 to 8,000 cases in the course of a year. 
Under the law it must issue notices to offending families, visit person- 
ally the homes of persistent offenders, and prosecute, when necessary, 
■such offenders before the juvenile court. Each month a report is 
made to the Superintendent of Schools giving a detailed account of 
the number of cases reported or discovered by the department, the 
number of notices sent, the number of visits made, the number of pu- 
pils returned to school, the number of prosecutions in the juvenile 
court and the disposal of these cases. 

The department issues all employment certificates to all children 
under sixteen years of age which, under the law, is to be done only 
after a very careful and detailed investigation of the child's school 
record, age, physical fitness for the proposed employment and an in- 
vestigation of the employment itself, all of which must be reported 
in detail each month to the State Department of Labor. 

It is not strange under these conditions, due, no doubt, largely, 
if not entirely, to the lack of adequate school funds from which so 
much of the work of the St. Paul schools is suffering, that it is impos- 
sible to satisfactorily conduct the matter of school attendance and em- 
ployment certificates. It is unreasonable to expect anything else so 
long as one man must do the work which at the lowest estimate would 
require the full time of seven persons. What follows is an attempt 
to point out the regrettable conditions which result from the inade- 
quacy of the present attendance department. 

There are no records kept which would make it possible to know 
how many children in St. Paul are out of school unlawfully. The 
only records kept on file by the attendance department are small cards 
reporting, absences sent in each morning by the public and parochial 
schools of the city. There are a number of private schools in the city 
other than parochial which are not required to send such notices, the 
result being that the compulsory school law is a dead letter so far as 



ATTENDANCE AND CENSUS 33 

these schools are concerned. On the receipt of this notice the attend- 
ance officer mails a notice to the parent. If after four or five days no 
reply is received, he writes a letter to the effect that he will bring them 
into the Juvenile Court unless the child returns to school. No regular 
letter form is used, all notices being written in long hand. There 
seems to be no regular system as to the number of days of grace, but 
the claim is made that each case is handled on its merits. Some of 
the most flagrant cases he visits as time permits. No record of the 
disposition of these cases is kept nor of the prosecutions nor their 
results. The attendance officer estimates, however, that on the aver- 
age twelve cases are presented to the Juvenile Court each month. 

When a child leaves one school to go to another a transfer card 
is sent to the attendance officer. He waits until the child should be 
enrolled in the school to which he was transferred and then makes in- 
quiry as to whether or not the child has enrolled there. If not, a no- 
tice is sent to the parent asking why the child has not entered the 
school, and the case is treated as a truancy case. 

According to the statement of the attendance officer an average 
of about thirty applicants per month asks for working certificates 
who are neither eighth grade graduates nor sixteen years of age. In 
some instances where poverty or other extenuating circumstances 
make the case unusually urgent, the attendance officer, while refusing 
the employment certificate which could not lawfully be granted, refers 
the case to the principal of the school which the pupil attends. When 
the principal, after making an investigation, believes it advisable, he 
permits the child to leave school knowing that he is going to work and 
does not report him further as a truant. If he can secure a position 
he may work in clear violation of law unless the agents of the State 
Department of Labor discover it. The attendance officer has no rec- 
ord of these cases nor was he able to give any estimate of the number 
of children so excused and so employed. 

Undoubtedly the attendance department of St. Paul like that of 
other Minnesota cities faces many difficulties in regulating the school 
attendance and the employment of children between 14 and 16 years 
of age, particularly those over 15. The Minnesota law has taken high 
ground among the states in raising the compulsory attendance to a 
16 year, 8th grade basis, and in practically restricting employment 
certificates to the same group. No discretion is given under the law. 
Without doubt many cases occur where compelling the youth who is 
approaching the 16th year to remain in school until 16 is to inflict upon 
him and his family hardships out of proportion to the educational ben- 
efits he seems to be eettino- from continued schooling:. In some of these 



34 REPORT OF SCHOOL SURVEY 

cases it seems almost inhuman for the attendance department to insist 
upon the strict enforcement of the statutes. The situation becomes all 
the more distressing when the responsibility falls upon the shoulders 
of a well meaning official already so overcrowded with work that he 
has no time to either investigate the case thoroughly or to secure the 
co-operation of other agencies in so relieving the family that the youth 
may remain in school. 

While the change in the mothers' pension law now pending 
should enable widows in the future to keep their children in school 
until 16 years of age, there will remain the cases of children in large 
families where the father earns low wages, and where illness, unem- 
ployment, or disability, temporary or permanent, reduces the family 
income below the point of subsistence. On the other hand the 
burden of the tragedy of poverty should not be allowed to shift to the 
shoulders of the child. If the citizens of the state are to compel the 
child to attend school, they are morally bound to see that conditions 
are such that this is possible. This may be done through direct relief 
from social agencies in some cases and in others through the provision 
of vocational scholarships, loans, or funds, or by the readjustment of 
employment, etc. In every case, the right of the child to receive the 
minimum of schooling established by statute should be clearly recog- 
nized. 

Before issuing an employment certificate the attendance depart- 
ment is required by law to take five distinct steps: 

1. They must inspect the school record of the child properly 
filled out and signed by the principal of the school the child last at- 
tended. 

2. They must have proof of the age of the child. This must be 
a duly attested transcript of the birth certificate filed according to law 
with the officer charged with the duty of recording births, or if this 
cannot be obtained it must be the affidavit of the parent, guardian, or 
custodian of the child showing date and place of birth of such child. 
This affidavit must be taken before the officer issuing the employment 
certificate. 

3. There must be a personal appearance and examination of the 
child by the attendance officer. 

4. A record of the case must be made for inspection by the pub- 
lic before the certificate is issued. This is to be in the form of a state- 
ment that in the opinion of the attendance officer that the child is four- 
teen years of age or upwards. 

5. There must be a statement from a reputable practicing physi- 
cian duly designated by the school board filed with the attendance offi- 



ATTENDANCE AND CENSUS 35 

cer. This statement must affirm that the child has reached the normal 
development of a child of its age, is in sound health, and is physically 
able to perform the work for which the certificate is to be issued. 

The survey finds that none of these requirements and safeguards 
are being strictly observed by the attendance officer and some of them 
are ignored altogether. In no case is the physician's certificate re- 
quired. The personal statement of the attendance officer that in his 
opinion the'child is of the proper age to receive the certificate is never 
made, and consequently is not on file in his office either for inspection 
by the public or his own protection. Personal appearance and exam- 
ination according to the attendance officer is not always insisted upon, 
"^roof of age as provided by law is not required. While other school 
systems of the state require a special form of record for the child ap- 
plying for employment certificate properly filled out and signed by 
the principal of the school which is filed permanently in the office of 
the attendance department, as the evidence required by law, St. Paul 
requires only the display at the time of application of an eighth grade 
diploma. It is obvious that when this is taken away by the child 
along with his employment certificate, nothing remains as a school 
record for the protection of the department or for further inspection. 

As the employment certificate permits the child under sixteen 
years of age to work at a specific and approved occupation only the 
child must secure a new certificate for each new position. In order 
to insure this, employers are required under penalty to return the cer- 
tificate to the attendance officer on the termination of the employment 
of the child. When a child leaves a job in St. Paul the permit is some- 
times given to him, sometimes returned to the attendance department, 
and very often is not accounted for in any way unless discovered by 
a state factory inspector. 

It is entirely useless to expect a proper enforcement of the state 
lavv's governing the school attendance and juvenile employment in St. 
Paul with the present equipment of the attendance department. It 
is therefore recommended that : 

1. A department of attendance and the census be established for 
the St. Paul schools with a director in charge, together with a voca- 
tional assistant, three attendance officers and three clerks on a basis 
of one officer and one clerk to every 11,000 pupils, which is a conserv- 
ative estimate on tlie same bases as used by other cities having well 
established attendance departments. 

2. The attendance department be organized so as to provide for 
a systematic filing of necessary records, and that better and larger 
quarters and improved office equipment be furnished. 



36 REPORT OF SCHOOL SURVEY 

3. A cross card index file be made of all children as their cases 
are brought in any way to the attention of the department. 

4. A systematic check be made of the census list with the en- 
rollment of all public, private, and parochial schools. 

5. All cases of absences reported be systematically followed up. 

6. Attendance officers verify all withdrawals and transfers, and 
that there be a file record of transfer and withdrawal cards. 

7. The record of each child applying for a working permit be 
kept even when the eighth grade has been completed. 

8. Recognition be given to the right of each child to attend 
school regardless of the economic condition of the family and co-oper- 
ation with social agencies be established in order to obtain this result. 

In this connection attention is called to the fact that there is now 
pending in the Minnesota Legislature a bill enlarging the provisions 
of the Mothers' Pension Act so as to provide relief for mothers of 
children until these children become sixteen years of age. This 
should to a very great extent relieve the pressure of the plea of pov- 
erty which has been such an embarrassment to the attendance depart- 
ment in the past and practically eliminate any arrangement or devices 
under which children below the age of sixteen who are without an 
eighth grade diploma are permitted to leave the schools. Properly 
administered this Mothers' Pension Act should make it unnecessary for 
any child of a widowed or deserted mother to go to work under six- 
teen years of age. 

9. All requirements of the law in regard to the granting of em- 
ployment certificates be observed by the attendance department. 

10. Attention be given to the fitness of the child for the employ- 
ment to be undertaken together with the suitability of the employ- 
ment. 

11. The employment certificate provide notice as is required by 
law that whenever the child leaves the services of the employer, the 
certificate should be sent by the employer directly to the attendance 
department of the public schools. It will greatly facilitate matters, 
if the certificate issued to the employer have attached to it a return 
post-card addressed to the attendance department of the public 
schools. This post-card should contain this statement: "This is to 

certify that has this day left 

our employment for the following reasons :" If this card be given the 
same number as the permit, the attendance department will have a 
record of every change of employment which the child makes. It 
will also be necessary for the child to return to the attendance officer 
before he accepts other employment. 



ATTENDANCE AND CENSUS 3^ 

12. All data relating to employment certificates issued during 
the month be filed together and a complete report made to the Com- 
missioner of Labor monthly. 

At the time this report is written two very important bills 
reported by the State Child Welfare Commission are under consider- 
ation by the Legislature, — Child Labor Bill No. 33 and Street Trades 
Bill No. 34. Both of these bills increase the duties and responsibili- 
ties of the attendance department greatly. 

The Child Labor Bill writes into the statutes additional precau- 
tions and safeguards to govern the issuing of the employment certifi- 
c'ate by the attendance department. These very detailed provisions 
add to the grave necessity for an attendance department equipped with 
a force large enough to do the work committed to it. 

The Street Trades Bill will add much more to the responsibilities 
and details of the attendance department. Children under twelve years 
of age are to be prohibited from street trading. Children over twelve 
and under sixteen years of age are to be permitted to engage in 
street trading only on a permit issued by the attendance department. 
A City Ordinance already in effect has for a year prohibited street 
trading by children under ten. The Street Trades Bill raises this pro- 
hibition to twelve years and, therefore, places a new group of street 
traders under the control of the attendance department so far as pro- 
hibition is concerned. At the same time it throws upon the depart- 
ment the entire control of the right of children over twelve and under 
sixteen years of age to sell on the streets. The experience of other 
cities goes to show that this one bill alone would take the full time of 
at least one person in the attendance department. 

The recommendation for the proper organization and equipment 
of the attendance department as given above are, therefore, made not 
only in order that the department may discharge the duties now con- 
ferred upon it by law but may be in a position to handle properly new 
responsibilities. 

The state law regarding the apportionment of school funds reads 
as follows : The state superintendent shall apportion the available 
current school fund among the counties on the first Monday of March 
and of October in each year, in proportion to the number of scholars 
of school age entitled to apportionment therein. No scholar shall be 
counted more than once in any county, which shall be in the district 
in which his parents or guardians reside, if such scholar has attended 
school and is entitled to apportionment therein. But no district shall 
be entitled to any portion of said fund that has not had at least six 
months of school term within the year, conducted pursuant to the pro- 



38 REPORT OP SCHOOL SURVEY 

visions of this chapter, nor shall any district, be entitled to any part 
of said fund for any pupil who has not attended school at least forty 
days within such year. (2895 as amended Sec. 3, c. 296, Laws 1915.) 
Since 1906 the following numbers of children in St. Paul have not been 
entitled to apportionments, not having attended the requisite number 
of days. 

1906 1302* 

1907 1080 

1908 1233 

1909 1218 

1910 1369 

1911 1222 

1912 1050 

1913 1211 

1914 1300 

1915 1090 

1916 1212 

It is safe to assume that if the compulsory attendance laws were 
properly enforced that the apportionments for many of these children 
^vould not have been lost to the city. The committee is also confi- 
dent that the more rapid enforcement of the law as outlined above will 
add to the income of the school department a considerable sum from 
the state apportionment to partially offset the increased cost of run- 
ning the attendance department. 



THE SIZE AND COST OF ATTENDANCE DEPARTMENTS IN 

OTHER CITIES. 

In Table B have been included statistics showing the size and 
cost of the attendance departments of thirteen cities of St. Paul's class. 
St. Paul ranks last in the list. Rochester, with less than half the area 
and about the same population, is employing five officers and is spend- 
ing five times as much as St. Paul for the attendance work only. The 
officers and cost of the school census division of both Buffalo and 
Rochester are not included below. It will be seen that the survey, in 
its recommendation for a staff which will be able to properly transact 
the business of this division, has kept the size of the staff at a mini- 
mum. Among the cities in Table B Jersey City and Louisville claim 
that their staffs are not large enough. 

* Co. Superintendent's report to State Superintendent. 



ATTENDANCE AND CENSUS 



39 



TABLE B. 

RELATIVE INTEREST IN SCHOOL ATTENDANCE IN 
THIRTEEN CITIES. 



City 



Newark 23 

Buffalo 42 

Jersey City 19 

Milwaukee 26 

Louisville 27 

Indianapolis 38 

Kansas City 60 

Minneapolis 53 

Toledo , 31 

Cincinnati 75 

Rochester 24 

Columbus 22 

St. Paul 54 



d 

a 

• '^ 

It 
d <^ 

o w 




^ o 


a 2 
OQ 


401,000 


19 


56,334 


$21,288.67 


480,000 


16 


50,176 


16,616.05 


270,903 


14 


34,028 


16,893.32 


448,765 


10 


48,472 


12,520.00 


265,420 


7 


24,904 


** 


301,000 


7 


26,176 


4,510.78 


300,000 


8 


35,997 


8,000.00 


370,000 


12 


42,483 


12,156.15 


250,000 


6 


24,627 


6,691.94 


450,000 


6 


40,181 


7,572.98 


265,000 


5 


26,141 


5,241.14 


210,000 


5 


24,574 


4,175.00 


290,000 


1 


24,732 


1,100.00 



MEDICAL INSPECTION. 

From the LTnited States Commissioner of Education's Report for 
1914-15, which is the last one available giving statistics for all cities, 
data have been secured which permit of comparisons in the amount 
spent for health conservation in the school departments of a number 
of cities. In Table C a distribution of such expenditures, based on 
average daily attendance, is given for a number of cities of St. Paul's 
size. It will be noted that St. Paul's expenditure is thirty-five cents 
per child in average daily attendance, and that St. Paul ranks tenth 
in the list of sixteen cities in the amount expended per child. 



* Population taken from the World's Almanac, 1917. 
** Figures not obtainable. 



40 REPORT OF SCHOOL SURVEY 



TABLE C. 

DISTRIBUTION OF EXPENDITURE FOR HEALTH CON- 
SERVATION, 1914-15, BASED ON AVERAGE 
DAILY ATTENDANCE. 

Oakland 1.12 

Minneapolis ; 63 

Syracuse 60 

Newark 52 

Seattle i 51 

Jersey City 46 

Toledo 46 

Providence ■ 45 

Scranton 37 

St. Paul 35 

Spokane 26 

Columbus 21 

Washington 19 

Worcester 18 

Fall River 14 

Paterson 08 

During the year 1915-16, $10,854.59 was the total amount spent 
for the medical inspectional service of the Division of Hygiene in the 
city. This sum does not permit of adequate service. The best au- 
thorities and students of the work that is being done by the medical 
inspection forces of cities of the United States maintain that this 
branch of school work cannot be properly supported at an expenditure 
of less than seventy-five cents per child. With an expenditure of sev- 
enty-five cents to a dollar per child in the city of St. Paul, or a total 
expenditure of twenty-five to thirty thousand dollars a year, the Divi- 
sion of Hygiene would be able to give to the city a service equivalent 
to the best that is being given in any city in the United States. 

The Survey Committee has studied the reports of the Division of 
Hygiene since its foundation in 1909. It has observed nurses at their 
work in the schools, and has visited the classes for subnormal, defec- 
tive speech, and deaf children, which are under the supervision of this 
Division in the city of St. Paul. From these observations it has been 
evident to the Survey Committee that great strides are being made 
in St. Paul by this very important educational division. The report 



CONSERVATION OF HEALTH 41 

of the Director of Hygiene for the past year, 1915-16, indicates that 
the Division fully appreciates its enormous responsibilities, a:nd has 
endeavored to use every agency at its command in perfecting its work. 
In January, 1917, the personnel of this Division, exclusive of the teach- 
ers for special classes, included one Director of Hygiene, twelve 
nurses, and one stenographer. The Director of Hygiene has made 
it very clear in the report mentioned that it is impossible to cover the 
field adequately with this limited corps. His report shows that there 
were 12,189 telephone calls answered at his office during the year, that 
235 patients visited the office for consultation, and that 666 athletes 
were examined by the Director. The annual report of the school 
nurses, which is given in Table D, will further indicate the amount of 
work done in this Division. 



TABLE D. 

COMPILATION OF DAILY REPORTS OF SCHOOL NURSES 
ON COMMUNICABLE DISEASES. 



a 

-d 

a 

Diseases g 

Oi o 
<» o 

Diphtheria 9 

Scarlet Fever 4 

Measles 28 

Chicken-pox 166 

Small-pox 1 

Pertussis 83 

Mumps 410 

Pediculosis 2,768 

Ringworm 2,384 

Scabies 189 

Tuberculosis 5 

Conjunctivitis 1,228 

Impetigo 2,123 

Tonsilitis 1,040 

Miscellaneous 12,120 

Total 22,558 3,935 7,515 2,992 



-d 

c 

3 
O 
fe 

m <D 

a> a 
m 5 


Cases Excludec 
From School 


<0 3 

o U 

&3 

m ■<-> 
CO " 

offi 


8 


18 


17 


24 


30 


28 


465 


749 


493 


232 


503 


398 


1 


3 


1 


259 


359 


^43 


807 


1,558 


1,217 


29 


1,474 




20 


191 




19 


118 




5 


13 


10 


43 


428 




24 


165 




285 


414 




1,714 


1,492 


486 



43 REPORT OF SCHOOL SURVEY 

Other summaries from the reports of school nurses follow: 
4,558 visits were made to schools. 

8,459 home visits were made; 169 of these were pure cases of tru- 
ancy. 

198,763 pupils were interviewed by the nurses for various reasons. 
16,273 physical examinations were made. 
13,445 examinations for pediculosis were made. 
80,632 examinations were made for various contagious diseases. 
763 parents consulted the nurses. 

17,449 parents were notified that their children required medical 
or surgical attention. 

7,515 children were excluded and 10,863 re-admitted. 
Charitable aid was obtained for 403. 

33,558 cases of communicable diseases were found in the school. 
3,935 were found in the home. 
7,515 excluded for communicable diseases. 
2,993 cases reported to the Health Bureau. 

30,208 treatments were given in the schools. Most of these pu- 
pils would under other circumstances have been excluded. 

This tabulation is compiled from the daily reports of the school 
nurses and indicates the number of treatments they have been instru- 
mental in obtaining during the year 1915-16. 

Teeth 3,563 

Medical 199 

Surgical 105 

Oculist 884 

Nose and Throat 808 

Miscellaneous 88 

Total 4,037 

With approximately 31,000 children enrolled in the public schools, 
and 10,000 children attending other schools in the city, many of whom 
require the assistance that this Division may be able to give them, a 
much larger staff of nurses is necessary. The number of pupils for 
which a school nurse may reasonably be held responsible is from 1,500 
to 3,000. The number of school nurses, therefore, in the city should 
at least be twenty. 

At present one of the most important elements in medical inspec- 
tion service is being neglected in the city. This is the annual physical 
examination of every child attending the schools of the city. The 
Division is also at present unable to give any service to the needs of 



CONSERVATION OF HEAI/TH 43 

high school boys and girls, except to those who are entering athletic 
contests. One full-time female physician should be employed to give 
the service needed to each group of 1,000 to 1,200 high school girls in 
the city, while one full-time male physician should be employed for 
each similar group of high school boys. 

It seemed to the Survey Committee that the plans for organiza- 
tion of records and work for this Division were as thorough as were 
found anywhere in the school system. The reports indicated that the 
records are adequate, and that as far as possible a careful check is 
made against the work of all employees of the Division. The efifort 
of the Director to extend the service of his Division to open-air 
classes, school lunches, and carfares for children who are required to 
come to central special classes, dental clinics, and extension of psycho- 
logical testing, promises proper future development. 

It is to be regretted that this Division has been hampered by lack 
of funds or competent help. The generous amount of state aid that 
is allowed for special classes should permit, without hindrance, of all 
needed development in this particular field. The annual state allow- 
ance of one hundred dollars per child is surely sufficient to cover all 
costs. 

It has been of interest to the Survey Committee to read the very 
complete sanitary surveys that have annually been made by the nurses 
of this Division. There is indication of progress resulting from year 
to year in these surveys. The May, 1916, survey is a sample of those 
made. A part is here reproduced as evidence that many of the defects 
pointed out by the present Survey Committee have been repeatedly 
brought to the notice of the school authorities and the citizens in the 
past few years. 



EXTRACTS FROM THE SANITARY SURVEY MADE BY 
SCHOOL NURSES, MAY, 1916. 

Nurses visited all schools in the city and recorded their answers 
to the following questions. The number of schools in which the ques- 
tion could be answered by affirmative is listed under "yes." The 
number of schools in which the question could be answered by the 
negative is listed under "no." 



44 



REPORT OF SCHOOL SURVEY 



1. Is damp sweeping practiced? 

2. Is a moist cloth used for wiping up dust? 

3. Has the feather duster been abolished? 

4. Is any disinfectant used upon the floors? 

5. Are the desks cleaned with a disinfectant? 

6. Are the school desks disinfected when necessary? 

7. Is the common use of articles which might carry in 
fection avoided? 

8. Are all the windows thrown open at recess? 

9. If a stove is used in the room does it have a "jacket" 
around it, and is there special arrangement for in- 
gress and discharge of the air from the room? 

10. Is the fresh air inlet removed from toilets or other 
source's of contamination? 

11. Is the room free from unpleasant odors at all times? 
13. Are green or brown flat finish boards used instead 

of glossy black? 

13. Are the floors oiled or otherwise treated to prevent 
dust rising from them? 

14. Is the room temperature kept even? 

15. Is it kept under 70 degrees and over 60? 

16. Do the windows have an area equal at least to one- 
fifth the floor area? 

17. Are the desks so placed as never to face direct sun- 
Hght? 

18. Is the room evenly lighted? 

19. Are yellow or linen colored shades used? 

20. Is the tinting of the walls light enough? 

21. Are neutral colors used? 

22. Are the seats adjustable? 

23. Are the desks adjustable? 

24. Are they adjusted to the pupils? 

25. Are wooden footstools provided where the seats 
cannot be adjusted? 

26. Is a light, dry, clean, ventilated room provided for 
clothing? 

27. Are ventilating screens provided? 

28. Are deaf pupils seated near the front? 

29. Are pupils with defective vision seated near the 
front ? 



No. of Schools 


Yes 


No 


63 




42 


21 


34 


28 


52 


11 


26 


37 


51 


12 


1- 
50 


13 


50 


13 



51 
37 

50 



56 



41 



10 
26 

13 



44 


19 


40 


23 


38 


28 



52 


11 


51 


12 


20 


43 


46 


17 


46 


17 


42 


21 


42 


21 


50 


13 



48 


14 


50 


13 


63 





63 



50 


7 


49 


12 


42 


21 


53 


6 


59 


4 



CONSERVATION OF HEALTH 45 

No. of Schools 

Yes No 

30. Are soap and towels provided? 9 53 

31. Are sanitary drinking- faucets or fountains pro- 
vided? 43 20 

32. Has the common drinking cup been abolished? 61 2 



Basement. 

1. Are the floors clean and dry? 

2. Are toilets clean and well ventilated? 

3. Is the air wholesome? 

4. Are toilets well shut ofif from air intakes? 

5. Is the ventilation and heating apparatus in order? 



General Sanitation. 

1. Is there a pleasant rest room for teachers and pu- 
pils? 18 45 

2. Is any inspection ever made of pupils' lunches? 21 21 



The Environment of the School. 

1. Is the ground well drained? 46 17 

2. Is manure and other refuse hauled away as fast as 

it collects? 51 4 

3. Is it thoroughly understood at your 'school that all 
refuse of the above sort furnishes breeding places 
for flies? 59 

4. Would fly screens be beneficial? 57 6 

5. Is the air in the neighborhood of the school clean 

and free from an excess of gases, dust, and smoke? 53 9 



Are the "School Nurse" Cards over the door of the 

Nurse'is room? 26 37 



46 REPORT OF SCHOOL SURVEY 



General Summary and Recommendations. 

1. Twenty-eight schools reported the feather duster as being 
used. The practice of using the feather duster cannot be too strongly 
condemned. 

2. The most efficacious method of disinfecting is the cleaning of 
the desks, floors, and toilets with a standard disinfecting agent. This 
is far superior to fumigation. 

3. Thirteen schools were reported as not opening the windows 
during recess. In previous years there were rules that required all 
windows to be opened during recess and other stated periods. 

4. Thirteen schools reported as having glossy blackboards. 

5. Twenty-eight schools reported has having the temperature 
of the room above the maximum. 

6. Seven schools were reported as having rooms with insuffi- 
cient light. 

7. Opaque shades are still used in forty-three schools. 

8. Seventeen schools were reported with walls too dark. 

9. No effort to adjust the seats to pupils was reported in thirteen 
schools. 

10. Unsatisfactory cloakrooms were reported in fourteen schools. 

11. Thirteen schools were not provided with ventilating screens. 

12. Only nine schools were provided with soap, water, and 
towels. 

13. Twenty schools were reported without sanitary drinking 
fountains, and in two schools the common drinking cup was found. 

14. Provision is made in the entire sixty-three schools for only 
1,228 children to obtain a drink of water at the same time. In eight 
of the schools only one child can obtain a drink at a time. 

The Survey Committee makes the following recommendations 
for this department: 

1. That medical inspectors be employed In sufficient number, 
preferably by the hour, to assist the Director of Hygiene so that every 
child in the grade schools may be given a complete physical examina- 
tion in the fall of every school year. 

2. That an assistant full-time male physician be employed to 
make such examinations and to give further medical attention and 
advice to every 1,000 to 1,200 high school boys. That an assistant 
female physician be employed to make such examinations and to give 
further medical attention and advice to every 1,000 to 1,200 high 
school girls. 



CONSERVATION OF HEADTH 47 

3. That the staff of nurses be sufficiently increased to permit of 
one nurse for every 2,000 children attending school in St. Paul, so that 
the follow-up and corrective services may be extended. Medical in- 
spection is of no avail unless corrections are made where defects are 
found. This can only be done through the assistance of a competent 
corps of nurses. 

4. That the Director of Hygiene be provided with an automobile 
to permit of the proper transaction of the business of his Division. 

5. That when provisions are being made for new offices of gen- 
eral administration, this Division be provided with ample quarters and 
facilities for making physical and psychological tests of children. 
This recommendation includes the complete equipment of a medical 
clinic. 

6. That proper nurses' quarters be provided in all of the present 
buildings where such provisions have not as yet been made. 

7. That in all new school buildings, grade as well as high school, 
shower baths be provided for both sexes. That shower baths be in- 
stalled in all present buildings where the Director of Hygiene deems 
it essential. 

8. That the dental clinic service be further extended by the es- 
tablishment of school dental clinics at five or six centres. These 
clinics should provide opportunity for treatment for each child each 
year where parents are unable or unwilling to give proper dental su- 
pervision. The large number of cases of defective teeth reported by 
nurses last year indicates the necessity for the extension of this im- 
portant work. The employment of dentists on full or part time and 
for summer service, when much work can be accomplished, will be 
necessary. 



THE CO-OPERATION OF THE PUBLIC LIBRARY WITH 

THE SCHOOLS. 

By charter provision the schools and the library of Saint Paul are. 
united under one administrative head. The Commissioner of Educa- 
tion has charge of the library and auditorium as well as the schools. 
In the administration of the library he is assisted by an Advisory Li- 
brary Board. On this Board, the Superintendent of Schools, the prin- 
cipals of the high schools and a teacher elected by the whole body of 
teachers are members. This close relationship and co-operation be- 
tween the schools and library seems to members of the Survey Com- 



48 REPORT OF SCHOOL SURVEY 

mittee to be more than justified by the splendid co-operation which 
exists between the schools and the library. 

The High School Teachers' Club, the Principals' Club, and the 
Grade Teachers' Federation have each devoted time to the considera- 
tion of library questions, and the last named organization has a stand- 
ing library committee, publishes library notes in its Bulletin, and has 
appropriated money from its treasury for the purchase of books and 
pictures of special use to teachers in the elementary schools. 

Within the past year the administration of school libraries has 
been formally transferred to the public library ; a division of school 
libraries has been organized, and the issue of a monthly school service 
bulletin for distribution among the schools inaugurated. 

A recent examination of the library registration records showed 
that of the high school teachers 76% have library cards ; of the ele- 
mentary school teachers. 71^ ; of the high school pupils, 53% ; of the 
elementary school pupils, 17%, ranging from 24% in the district 
within one mile from the central library to 9% in the territory more 
than three miles from the library; from 28.3% in the 8th ward to 3.3% . 
in the 12th ward; and from 49% in the Edison School district to 1% 
in the Galtier school district. 

Central library service. 

In addition to the collections of books, pamphlets, magazines, pic- 
tures, lantern slides, and phonograph records for general use, plans 
have been made in the assignment of space in the new library building 
for the shelving of collections of special interest to teachers in a sep- 
arate room. This room adjoins the Children's room. In it will be 
placed a model pedagogical library, story tellers' aids, special day ma- 
terial, a set of text books used in the public schools arranged by 
grades, and a model library for children. 

Adjoining this room is an auditorium for the use of teachers de- 
siring to arrange for special illustrated lectures for their classes. 

For smaller groups special study rooms may be reserved, and for 
the individual members of a class books may be reserved in any of the 
reference rooms. 

School libraries. 

No systematic efifort has as yet been made to organize libraries in 
the schools. 

In none of the high school buildings is there room for a library, 
and in only three are there library collections. One of these, how- 
ever, has been classified and catalogued during the past year, with the 



PUBLIC LIBRARY SERVICE 49 

assistance of the central library staff, and work has been begun on 
the others. 

Of 39 elementary schools reporting 10 have had rooms set aside 
for library purposes, and 12 closed shelves for library use. Five of 
those reporting library rooms have shelving, the average amount be- 
ing 98 feet; and five have seats for readers, the average number being 
27. In the 12 schools reporting closed library shelves the average 
number of feet of shelving is 55. 

In a few schools the only library equipment is that constructed 
by pupils in the manual training course. 

Of 49 elementary schools 34 have the nucleus of a library. Of 
these one numbers 4,000 volumes ; five, 2,000 volumes or more ; and 
fifteen 1,000 volumes or more. Only one has been classified and cat- 
alogued. 

Class-room libraries. 

The school libraries are supplemented by class-room libraries 
sent out by the central library. These traveling libraries are sent to 
62 schools. The number of books in them is about 2,000 ; of volumes, 
20,512. Of these about 44^0 are fiction. 

Each school desiring these collections may be furnished 25 books 
for each room exclusive of kindergartens. In rooms having a quar- 
terly book circulation of more than 150, two books may be added to 
the collection for every hundred circulated. 

Books may be exchanged during the year, the library paying the 
carfare of a pupil returning and borrowing ten or more books re- 
quested by a teacher. 

The schools are visited three times a year ; in October for the pur- 
pose of distributing library cards to pupils who are without them and 
telling about the class-room libraries, and in December, March, and 
May, for the purpose of conferring with teachers in regard to the use 
of the books and noting what amount of use they have had. 

The circulation of these books in 1916 was 196,265, or 60^ of the 
total juvenile circulation, and 32^ of the total circulation of the 
library. 

The average circulation per pupil was 8; per book 14.5. 

Supplementary reading. 

In addition to the class-room library books intended primarily for 
general home reading the library has arranged to supply sets of books 
for supplementary reading. With a view to securing a variety of 
books without too much duplication of copies as many titles were se- 



50 REPORT OF SCHOOL SURVEY 

lected for each grade as there are schools having these grades. Below 
the 7th grade the books are of a miscellaneous character. In the 7th 
grade they are wholly of a geographic character. And in the 8th 
grade, half are historical and the other half vocational. 

In order that each pupil in the class may have a copy of a book at 
the same time 40 copies of each book are made available in each of the 
upper grades and 25 copies in each of the four lower grades. A 
month is allowed for the reading of each book, the books being shifted 
from one school to another during the last week of each month. 

Instruction in use of libraries. 

With a view to making teachers more familiar with the resources 
and use of the library a series of conferences with teachers was held 
during the year 1915. The number admitted to these was limited to 
fifteen. During the coming year they will probably be resumed. Op- 
portunity to talk to pupils about the use of the library has been given 
members of the library staff at the opening of the school year, at grad- 
uation exercises, and at weekly assemblies. 

A beginning has been made in the systematic instruction of pupils 
in the high schools, and efforts put forth to establish an apprentice 
course for pupils in the library, primarily with a view to recruiting the 
library staff, but also with a view to giving students practical instruc- 
tion in the use of the library. 

During the last year the following syllabus of instruction in the 
use of library tools for the 7th and 8th grades elaborated for use in the 
Douglas school was recommended for adoption in all the schools: 

B Seventh. 

Alphabeting. 

Structure and printed parts of a book. 

English dictionary and general encyclopedia. 

Use of the index of a book. 

Card catalogue. 

Arrangement of books on the shelves. 

General use of the library. 

A Seventh. 

The parts of a dictionary. 

The parts of a general encyclopedia. 

Use of the index of a book. 

Use of the index to a set of books. 



PUBLIC LIBRARY SERVICE 51 

Card catalogue. 
Classification. 
Atlas. 
Gazetteer. 

B Eighth. 

History of books. 

Dictionary and encyclopedia (review). 

Dictionary of subjects. 

Encyclopedias of subjects. 

Directories. 

Year books. 

Card catalogues and classification (review). 

A Eighth. 
Indexes. 

Reader's guide to periodical literature. 
General review. 
Reference problems. 
Bibliographic work. 

School excursions to the library are provided for, the 7th and 8th 
grades being given special invitations to make the visit. An outline 
which is useful not only in showing what is to be seen, but also in 
writing an account of the visit is given to each visitor. The reports 
of these visits sometimes take the form of letters to the city librarian, 
and sometimes the form of essays, the best among which may be in- 
corporated in manuscript school magazines. 

Publications. 

For the information of teachers in the elementary schools the 
library has recently published a four-page leaflet, entitled "Service of 
the libraries to the elementary schools ; suggestions as to ways in 
which the library may be made more useful to pupils." For the use 
of teachers and pupils alike four graded lists of "Books for boys and 
girls" of four pages each have been published. 

It is planned to supplement these lists by a list on vacation read- 
ing, in which books on the crafts, gardening, and out-door life shall 
predominate, and by a library manual for the special use of high 
school pupil's. 



52 REPORT OF SCHOOL SURVEY 



THE SCHOOL PLANT. 



The survey of the school system of St. Paul was determined upon 
by the school administration and by the city council with the idea of 
discovering" as accurately as possible the present needs of the school 
system with respect to buildings and equipment. The school authori- 
ties and the members of the administrative, supervisory, and teaching 
corps have not been ignorant of the deplorable condition of affairs 
with respect to school accommodations. The public press has re- 
peatedly called attention to deficiencies in the school plant which 
called for reform. In this part of the survey there will be presented 
as adequately as is possible the condition of the school plant at present 
in use in St. Paul, the need for additional school accommodations, a 
plan for meeting these needs, a consideration of the cost of erection of 
school buildings, and a program, both in terms of buildings to be 
erected and money to be provided to place the school plant upon a 
fairly satisfactory basis of efficiency. 



THE PRESENT SCHOOL PLANT. 

In January, 1917, seventy-eight buildings or parts of buildings 
were being utilized in the city of St. Paul for public school purposes. 
Seventy-four of these buildings were being occupied by elementary 
school classes, and four were high school structures. The total num- 
ber of class-rooms in each one of these buildings, the date of the orig- 
inal building, together with the number of class-rooms at that date, 
and the date of any addition to a building, together with the number 
lof class-rooms added at that time, are all included in Table I. Cot- 
tage annexes, as the portable, one-room annexes are called in St. Paul, 
are not included in this table, nor are the various other annexes such 
as stores and churches which are temporarily being used for school 
purposes. There were twelve cottage buildings, one store, one chapel, 
and one building called the Hebrew Institute, which were being used 
in addition to the regular school buildings. 



BUILDINGS AND EQUIPMENT 



53 



TABLE I. 



Elementary 
Schools 



1. Adams 

2. Ames — New bldg. 
— old building to 
be abandoned 

3. Baker 

4. Cleveland 

5. Crowley 

6. Davis 

7. Deane 

8. Douglas 

9. Drew 

10. Edison — Original 
building torn down 
— addition now 
used 

11. Ericsson 

12. Finch — 1 story.... 

13. Franklin 

14. Galtier 

15. Garfield 

16. Gordon 

17. Gorman 

18. Grant 

19. Hancock 

20. Harrison 

21. Hawthorne 

22. Hendricks 

23. Hill 



o ^ 

21 

nJ q 

^^ 

14 



16 

20 

18 

8 

2 

16 



6 
16 

8 
18 
12 



8 
16 



12 
16 



o 






s 


CJ 


M-l 


•O 


o 






< 


^H ^ 


o c 


,Q O 


o .o 


o ^ 
6< 




1 ^ 




Q 


^ 


. P 


^ 



1883 



1889 
1885 

1885 
1888 
1903 
1885 
1885 
1895 



1879 
1890 
1916 
1861 
1910 
1883 
1911 
1885 
1887 
1887 

1889 
1889 
1886 
1905 



10 



14 

18 

8 

2 

8 



8 
12 



8 

8 

12 



1884 



1916 
1903-10 

1887 



3 
(4 
(4 

6 



1904 8 
4 room addition 
authorized 



1883 
1907 



1882 
1916 



1887 
1905-08 



1908-12 



(4 
(4 



(4 
(4 



54 REPORT OF SCHOOL SURVEY 



Elementary ;z;£ tl ^g ^c '^ 



<u 



bchools -^o (uo po <u-^ o-Td 

: ,' -p:^ t^- §p^ 1^^ d<: 

H Q ^ Q ^ 

24. Homecroft — 3 cot- 
tages. 

25. Irving , 12 1885 8 1903 4 

26. Jackson 12 1880 8 1886 4 

27. Jefferson 18 1870 12 1887 6 

28. Lafayette 12 1876 10 1880 2 

29. Lincoln 19 1874 15 1883 4 

30. Logan 1 1889 1 

31. Longfellow 16 1888 8 1901 8 

32. McClellan 8 1887 8 

33. McKinley 18 1901 18 

34. Madison (formerly 

Central H. S.) 35 1883 15 1888 20 

35. Mattocks (old ter- 
ritorial school) ... 1 1832 1 

36. Maxfield 8 1890 8 

37. Monroe 14 1880 10 1885 4 

38. Mound Park 16 1901 8 1910 8 

39. Murray 8 1887 4 1908 4 

40. Neill 8 1884 8 

41. Phalen Park 16 1903 8 1904 8 

42. Quincy 1 1889 1 

43. Ramsey 12 1887 4 1903-14 (4 

44. Rice 12 1884 8 1886 4 

45. Scheffer 8 1888 8 

46. Sheridan 4 1891 4 

47. Sibley 16 1884 8 1885-1907 (4 

(4 

48. Smith 8 1889 8 

49. Taylor 2 1889 2 

50. Tilden 8 1889 8 

51. Van Buren 20 1882 8 1883-87 (4 

(8 

52. Washington 8 1885 8 



BUILDINGS AND EQUIPMENT 55 



•-M 


1 
o 




I 


B 


o 


o 


M-l 


-a 


o 


6 '^ 


w ■ 








^ o 
H o 


<U O 


-g § 


(u '.n 


'V. ^ 
o ^ 


1=^P^ 


-1-1 .i:; 


gp^ 


t^^ 


6< 


^ 


Q 


'^ 


P 


iz; 


16 


1883 


6 


1886 


(4 
(6 


12 


1897 


8 


1905 


4 



Elementary 
Schools 



53. Webster 

54. Whittier 

HIGH SCHOOLS 

Central High 50 1912 50 

Humboldt High.. 16 1911 16 

Johnson High.... 20 1911 20 
Mechanic Arts 

High 30 1911 30 

It will be seen from Table I that the number of rooms in the vari- 
ous elementary school buildings varies anywhere from one room in 
such outlying schools as the Logan, the Mattocks, and the Quincy, to 
thirty-five rooms in the centrally located Madison School, formerly 
utilized by high school classes. The distribution of all elementary 
buildings according to the number of their class-room^s is made in 
Table H, and shows forty-eight per cent of elementary buildings with 
eight class-rooms or less, and sixty-six and two-thirds per cent with 
less than sixteen class-rooms. 



TABLE 11. 

Types of Elementary Schools in St. Paul Arranged According to 
Number of Class-rooms. 

One-room building , 3 

One-room cottage annex > 1 

Two-room building ■ 2 

Two-room cottage annex 2 

Three one-room cottage group 1 

Four- room building 1 

Six-room building 1 

Eight-room building 18 



56 REPORT OF SCHOOL SURVEY 

Twelve-room building 8 

Fourteen-room building .• 2 

Sixteen-room building 10 

Eighteen-room building ; 4 

Nineteen-room building , 1 

Twenty-room building 3 

Thirty-five-room building 1 

A further distribution of the elementary school buildings on the 
basis of the date of erection will be found in Table III, This table 
also includes a distribution of the additions made to such elementary 
buildings according to the years in which they were made. 



TABLE III. 

Distribution of Elementary School Buildings According to Years of 
Original Erection and Years When Additions We're Made, 

No, of Build- 
ings to Which 

Years No, of Build- Additions 

ings Erected Were Made 

1860 — 4 or previous 2 

1865-1869 

1870-1874 2 

1875-1879 2 

1880-1884 10 6 

1885-1889 24 10 

1890-1894 3 

1895-1899 2 

1900-1904 4 6 

1905-1909 1 7 

1910-1914 2 4 

1915-1917 , 1 2 

It will be noted that the distribution is made in five-year periods. 
The period of greatest activity in school construction seems to have 
been the 1885-9 period, or, in a larger sense, the decade from 1880 to 
1890, Forty out of fifty-three, or 75^ of the present elementary 
school buildings had their origin previous to 1890, while modern 
scientific school architecture began its development considerably later 



BUILDINGS AND EQUIPMENT 57 

than that date. Measured in class-room units, 413 out of 623 class- 
rooms, or 66^ of the elementary school housing of St. Paul, including 
additions, was constructed before 1890. The children attending 
school in such class-rooms are thus deprived of the advantages to be 
derived from the tremendous improvements made in schoolhouse con- 
struction in the past twenty-five, and especially in the past fifteen 
years. 

In order to measure the adequacy of all the school buildings in 
St. Paul, three or more competent judges recorded their ratings on 
each building, using as a basis for the determination of such judg- 
ments the standards set by and the items included in the Strayer score 
card for measuring school buildings. The twelve men who spent the 
greater part of eight days for this purpose were men of wide experi- 
ence in the field of public education, and with a training in the use of 
the score card. Each school building was visited by one man at a 
time so as to permit of an unbiased, unhampered recording of the con- 
ditions actually found to exist in the building. The building score 
card* in the form in which it was used follows : 

I. SITE. 

A. Location: 

1. Accessibility — centrality (present and future), car lines, 
streets. 

2. Environment : 

a. Physical — gardens, trees, shrubbery in vicinity and 
on grounds are desirable. 

b. Buildings and hills if not too near are desirable as 
windbreaks. (S** — skyline should not have an angle 
of more than 30 degrees from base of building.) 

c. Nearness of non-fireproof buildings becomes a source 
of danger. The neighborhood of railroad crossings 
and intersecting carlines should be avoided. 

d. Brick and cobblestone pavements in the vicinity are 
undesirable. Asphalt or creosote block pavements 
preferred. 

* Score Card for City School Buildings, by G. D. Strayer. Pub- 
lished by the Bureau of Publication, Teachers College, Columbia Uni- 
versity, New York City. 

** Substandard. 



58 REPORT OF SCHOOL SURVEY 

e. The vicinity of saloons, and other sources of immoral 
influence should be avoided. 

f. Adaptability of school to density and composition of 
local settlement should be considered (present and 
future). 

g. Freedom from noises, dust, dangers and malodors. 
This should consider the dangers of the approaches 
to the school. 



B. Drainage : 

1, Elevation, slope. (S-Grounds should slope away from 
the buildings at a minimum slope of 1 in. per 3 ft.) 

a. Freedom from surface drainage of contiguous 
ground, especially if such ground is exposed or has 
been recently exposed to pollution of any kind. 

b. If built on flat ground, tile drainage may be needed 
underneath cellar as well as about the grounds. 
Depth of tile to be determined by the character of the 
soil. 

2. Nature of soil — 

a. Should be non-erosive; sandy loam best, 15-25^ 
sand. 

b. Natural preferred to artificial. 

c. Playground section should be dry and pervious. 
Should be constructed to drain very rapidly and 
should have a top layer of gravel. 

C. Size and Form. 

1. Should be large enough and of good shape to allow for 
the proper placing of building. 

2. Playground should provide a minimum of 30 sq. ft. per 
child. More is desirable if obtainable. Playground 
should also have adequate playground equipment. High 
School and Junior High School athletic field and gardens 
require 5-13 acres, and should adjoin school building 
where possible. 



BUILDINGS AND EQUIPMENT 59 



II. BUILDING. 

A. Placement : 

1. Orientation — light, exposure. (S.-So.East, East, So. 
West, West, and South in order.) 

2. Position on site. 

a. Should be placed for maximum aesthetic effect. 

b. Should not be too near noisy street nor face un- 
sightly buildings. 

c. Should permit maximum utilization of playgrounds. 

d. Should permit of future additions. 

B. Gross Structure. 

1. Should be open type, rectangle, square, inner court, T. 
H. E. U. Y. 

2. Materials: Vitrified brick or concrete, terra cotta trim- 
mings (granite, stone, and marble more afifected by fire). 

3. Height — number of stories. (S-Two stories above base- 
ment, but basement should have as a maximum 3 feet be- 
low ground level, depending upon the severity of win- 
ters.) 

4. Roof — type and material. (S-Flat, waterproof, suitable 
for playgrounds, protected from elements ; properly 
sloped for drainage.) 

a. Flat, made of thick slate laid in high melting asphalt. 

b. Provided with eave gutters and down pipes. 

c. Provided with a continuous seat near edge, which 
also can be used as running track. 

5. Foundation. 

a. Reinforced concrete with wide footing. 

b. Should not descend more than three feet below 
ground level. 

c. Made water-proof and damp-proof. 



60 REPORT OF SCHOOL SURVEY 

6. Walls. 

a. Outer and interior bearing walls hard brick laid in 
cement. 

b. Interior non-bearing walls hollow tile. 

7. Entrances. 

a. Number. 

1. Should be one central entrance (10-12 ft. wide) 
on main axis. 

b. Secondary entrances (8-10 ft. wide) near stair land- 
ings at the intersections of the main and secondary 
corridors. One basement entrance leading to sani- 
taries. 

c. One entrance should lead directly from the play- 
grounds to the gymnasium, 

d. One entrance should lead directly to the manual 
training quarters and one directly to the heating sys- 
tem. 

e. Encased fireproof stairwells and fire escapes should 
all have separate exits. 

f. Kindergarten room should have a separate entrance, 
g. All entrances should be free from outside obstruc- 
tions. 
h. Steps. 

1. As few as possible and non-exposed. 

2. Stone or concrete, with a non-slipping surface. 

3. Six-inch riser and a 12-inch non-slipping tread, 
i. Vestibules. 

1. 10-12 ft. wide. 

2. Double swing wire glass doors and waterproof 
floors. 

j. Doors. 

1. Two pairs of double doors opening outward. 

2. Substantial but not too heavy. 

3. Provided with fire bolts, checks, stops, and auto- 
matic closing devices. 

4. Size 3>^x8 ft. 

8. Aesthetic Balance. 

1. Building should be symmetrical and pleasing to the 
eye. 

2. Variations in construction that add to the appearance 
and not to the cost. 



BUILDINGS AND EQUIPMENT 61 

3. Avoid extensive and costly ornamentation which 
does not add to utility. 

9. Condition. (S-Should be in good repair.) 

C. Internal Structure. 

1. Stairways. 

a. Construction — 

1. Fireproofness imperative. Should be separated 
from corridors by fire glass doors and absolutely 
fireproofed from the remainder of the building. 

2. Material : Steel frames encased in cement with 
treads of the same material. Handrails on both 
sides should be of metal with ends turned into 
the wall. Gratings should be imbedded in con- 
crete 12-15 inches above the stairs. Two sets of 
rails should be provided for the varying sizes of 
children. 

3. Dimensions : Width 5 ft. 12 in. tread. 6ys in. 
riser. 

4. Landing: There should be two runs with land- 
ing nearly twice as wide as the length of the 
treads between floors. 

b. Number — Should be sufficient to empty building in 
three minutes or less, on basis of fact; 120 pupils in 
line two abreast can pass a given point in one min- 
ute. 

c. Location. Location on outer walls, leading directly 

to exits, at intersection of the main and secondary 
corridors. Should provide for lighting, safety, rapid 
circulation, and minimum of travel distance between 
parts of the building. 

d. Lighting. Good provision for natural lighting as 
well as artificial lighting should be made. Switches 
for lights to be near exits. 

e. Sanitation : Should have sanitary coves free from 
dust-catching corners and ledges. 

f. Should be sound proof. 

2. Corridors. 

a. Location. Determined by the position of the class- 



63 REPORT OP SCHOOL SURVEY 

rooms and special rooms. Should provide ready ac- 
cess to stairways and permit rapid circulation to 
every part of the building. 

b. Construction. 

1. Material : Should be fireproof, noiseless, and 
durable. Cement, overlaid with patent process 
or battleship linoleum is most desirable. Hard 
maple or hard pine is the best wood. Picture 
mold should be grooved metal. 

2. Width : Should be wide enough to prevent con- 
gestion ; main corridor wide enough for decora- 
tion. In elementary schools main corridor, 12 
feet, others not less than 8 feet. In high schools 
main corridor should be 14-16 feet, secondary 
corridors, 10 feet. 

3. Doors — all class-room and special-room doors 
should open into corridors. 

4. Lighting — should be natural and adequate. 

5. Footwarmers — convenience, adaptability, free- 
dom from dust. 

6. Sanitation — sanitary coves and free from dust 
catchers. 

c. Obstructions : Should be free from lockers, cases, 
pedestals which prevent easy passage. 

d. Aesthetic balance. Provisions made for influencing 
children with beautiful surroundings, pictures, busts, 
friezes and the like. 

3. Ground Floor. 

a. Depth below grade — 3 feet, except for boiler rooms, 
ventilating plant and coal pits, which may be lower 
and at a height which will permit the direct dumping 
of coal from driveway. Ducts for the distribution of 
heat may be enclosed in moistureproofed passages 
underneath the floor. This will keep the height of 
the rooms on the floor down to 12 feet. If the ducts 
are placed along the ceiling add their height to the 
height of the rooms. 

b. Heating and ventilating departments should be sep- 
arated from the rest of the floor by masonry walls. 
Fireproof Automatic closing door. 



BUILDINGS AND EQUIPMENT 63 

c. Floor and walls should be waterproofed, ceiling 
soundproof. 

d. Should be divided by a masonry wall between boys' 
and girls' toilets and baths. 

e. Should have window surface approximately 20-25^ 
of the floor area. 

f. Adequacy of equipment of the heating, fuel and ven- 
tilating departments. Size and construction of fuel 
room ; ash cans, ash-hoists, lighting facilities for in- 
spection of boilers, hot water heating apparatus, fire 
hose, etc. 

g. Utilization of entire space in basement. No waste 
space nor excessive storage rooms should be allowed. 

4. Color Scheme — see Class-rooms. 

5. Attic. Should consist of an air chamber of two or three 
feet in height ; heatproof and waterproof. 



III. SERVICE SYSTEMS. 

A. Heating and Ventilating Systems. 

1. Kind of System — "split system," — heating and ventilat- 
ing system separated, preferred ; direct-indirect, gravity, 
plenum, plenum-exhaust. 

2. Installation — piping, workmanship, noise, control. (S- 
All piping should be insulated.) 

3. Air supply — source, amount, humidification. (S — From 
top of building; 2,000 cu. ft. per hour per pupil; should 
not enter with a velocity greater than 6 ft. per second ; 
humidity 40-60%.) 

4. Fans and Motors — multiple steel blade fans and electric 
motors, soundproof. 

5. Distribution. (S — Radiation under class-room windows 
bracketed 5 in. from floor and 3 in. from wall, piping sys- 
tem separate ; ducts individual from fan-room to base of 



64 REPORT OP SCHOOL SURVEY 

each classroom flue with mixing and volume damper for 
each in plenum chamber automatically controlled. Noise- 
less and easy of control. Inlets 8-9 ft. above floor; out- 
lets near floor, both without gratings. 

6. Temperature control — automatic, thermostatic; attached 
to both systems. 

7. Special provisions. (S — Auditorium, intake and exhaust 
openings on both sides. With sloping floor and fixed 
seats, mushroom floor and ceiling vents with reversible 
damper are preferred ; toilet room ducts to seats and 
urinals with separate exhaust fan system for main toilet 
rooms ; chemistry laboratory-exhaust fans to general and 
student-table hoods.) 



B. Fire Protection. 

1. Apparatus (S — Automatic sprinkler systems with pres- 
sure heads located in the proportion of one to about 100 
sq. ft. of floor area ; or standard stand pipe system with 
no part of building more than 75 ft. distant from nearest 
hose outlet; 2^ in. hose, hose racks and valves exposed in 
corridors; gravity tank on roof; fire pump with electric 
driven motor in basement ; one fire extinguisher to every 
5,000 sq. ft. of floor area placed between class-rooms ; fire 
alarm stations on each floor in plain sight, in office of 
principal, chemistry and household laboratories, and 
boiler rooms. Arrangement in in principal's office should 
permit of monthly trials. Should be connected with the 
city fire department. 

2. Fireproofness — rating of underwriters. 

3. Fire escapes — number, location, kind, protection, number 
of exits. (S-Encased fireproof stairwells.) 

4. Electrical wiring, nature and place of intake, insulation, 
number and kind of outlets, location of switches, meter, 
cutout, cabinets. (S-Should be installed according to the 
rules of underwriters.) 



BUILDINGS AND EQUIPMENT 65 

5. Fire doors and corridor partitions — fire doors at all places 
of probable danger, especially near heating plant; corri- 
dor partitions for purpose of closing off sections of build- 
ing at night; fire glass windows should be provided be- 
low or overlooking fire escapes. Doors and partitions 
should automatically close. 

6. Red globe exit lights and hall arrows for fire exits where 
necessary. 



C. Cleaning System. 

1. Kind. (S-Vacuum system.) 

2. Installation — permanent piping so that every part of 
building is not more than 50 ft. from a hose outlet. If 
there is no vacuum system, adequacy of equipment should 
be considered. 

3. Efficiency — Hose should be 1% in. in diameter, stiffened 
with spiral wire, 50-75 ft. long. 

D. Artificial Lighting. 

1. Gas for stairways, corridors and auditorium. Electricity 
for entire building. 

2. Outlets — 6-9 per class-room ; auditorium footlights, rear 
of stage, sides, ceiling, corridors 20-25 ft. apart ; at least 
one for each vestibule. Fixtures — simple yet appropri- 
ate. 

3. Standard illumination — (S — For class-rooms, study, 
library rooms, 9 ft. candles at each desk without objec- 
tionable glare of shadows.) 

4. Adjustment — Lights placed high enough not to shine in 
the eyes of occupants; provided with means of lowering; 
switches near entries, auditorium, stage and picture lan- 
tern booths ; each cluster with individual switch ; darken- 



66 REPORT OF SCHOOL SURVEY 

ing curtains for rooms provided with picture lantern 
switch. Method of illumination — semi-direct or indirect. 



E. Electrical Service. 

1. Clocks — one for each class-room. Program clocks for 
Junior and Senior High Schools, 

2. Bells and gongs for assembly dismissal and fire drill sig- 
nals. 

3. Telephones — one for secretary's office with extension to 
principal's office ; at least one on each floor, preferably 
one in each class-room. 



F. Water Supply. 

1. Drinking — (S — One automatic bubbling fountain for 
every 75-100 children ; wall-attached, easy of access to 
class-rooms and play-rooms, none in toilets ; placed at 
varied heights ; refrigerating system ; apparatus should 
prevent children from touching face to same.) 

2. Washing — washbowls adapted to height of children, lo- 
cated in toilet rooms, teachers' rooms, janitor rooms, lab- 
oratories, bathrooms. Sinks — located in laboratory, 
science lecture room, laboratory instructor's workroom, 
printing shops, kitchen, drawing rooms, manual training 
rooms, boiler rooms and janitor's closets on each floor. 

3. Bathing — showers easy of access from gymnasium, swim- 
ming pool, and playgrounds, number depending upon 
probable size of gymnasium classes ; individual shower 
stalls and adjoining dressing rooms, canvas curtains for 
girls ; overhead showers for boys, side showers for girls. 

4. Hot and cold water should be provided in 2 and 3 above. 



BUILDINGS AND EQUIPMENT 



G7 



G. Toilet Facilities. 

1. Distribution — location, accessibility. (S-Most on ground 
floor, at least one seat for boys and one for girls should 
be provided for emergency on each floor, or one for each 
class room. Conveniently placed with reference to stair- 
ways, corridors, and readily accessible to class-rooms.) 
Offices, teachers' rooms, auditorium, gymnasium dressing 
rooms and jaintor's quarters should be provided with 
toilet conveniences. Separate toilets for kindergarten 
convenient to class-room.) 

2. Fixtures. Kind, material; seats, urinals, lavatories, pa- 
per towels and toilet paper racks. Porcelain seats of 
open type with individual automatic flush or general flush 
times for more rapid action during intermission. Urinals 
— sides and backs of stalls of white carrara glass (non- 
absorbent and easily cleaned.) Back of stall should in- 
cline forward toward bottom and receive cleansing spray 
evenly distributed across the top. Swinging doors 
•should be light and white. Fixtures should vary in 
height according to the size of children. Different sizes 
segregated. 

3. Adequacy and arrangement. 1 seat for each 25 boys ; 1 
urinal stall for each 15 boys ; 1 seat for each 15 girls. H. 
S. 25% less. Placing of seats and urinals should be such 
as to avoid obstruction of light. Should be arranged 
along walls in single rows. Urinals at point nearest door 
in boy's toilet, seats farthest from door. 

4. Seclusion. Non-communicating, soundproof walls be- 
tween adjoining rooms provided for the two sexes. En- 
trance to toilet rooms properly screened. Partitions and 
swing doors for each seat. 

5. Sanitation — southern exposure desirable, separate stack, 
duct and fan for ventilating purposes ; exposed plumbing 
— action automatic, flush, timed for individual automatic ; 
non-absorbent, non-corrosive dampproof walls and floor. 
Tile or cement overlaid with hard asphaltum. Wainscot 



68 REPORT OF SCHOOL SURVEY 

same material as stall partitions or white tile. Walls, 
facing of light glazed brick, absolutely white. CeiHng 
soundproof and odorproof. 



H. Mechanical Service Systems. 

1. Elevators — a two-story building may need a single freight 
elevator. For building of more than two stories adequate 
elevator service must be provided for passengers as well 
as freight. 

2. Book lifts, dumb waiter type, desirable at both ends of 
building. 

. 3. Dust or waste chutes, 2 ft. square with self-locking doors 
on each floor. 
All these systems must be enclosed and fireproof. 



IV. CLASS ROOMS. 

A. Location and connections — easy of access to exit, drinking 
fountains, toilet. 

B. Construction and finish. 

1. Elementary. Size (S — 15 sq. ft. of floor space and 200 
cu. ft. of air space per child.) 

2. 22x28x12 seats 30 pupils ; 24x30x12 seats 40 pupils. Each 
eleventh class-room may be smaller to provide for a spe- 
cial class of 20 pupils. 

High School — varying from 18x25 to 24x32. 

3. Floors — material, condition (cracks, checks, splinters, 
loose boards, projecting ends, width of boards, sound- 
proofness, cove, baseboard, surface, finish. (S — Cement, 
overlaid with battleship linoleum, or hardwood, durable, 
well joined and not dust-retaining.) 

4. Walls and ceilings. Plastering, finish, texture, condition, 
picture mold, chair rail, kind and condition of dado. (S — 



BUILDINGS AND EQUIPMENT 69 

Hard, smooth, non-glass plaster, with cement plaster for 
dado, avoiding grooves and ledges.) Deaden ceiling 
where "floating ceiling" is used. Metal picture mold. 

Doors — how opened, size, kind, lock, thresholds, tran- 
soms, number of exits. (S — wire ribbed glass doors (2 
ft. 8 in.x7 ft.) with circular 6-inch clear areas in upper 
half. Doors should swing in both directions or open out- 
wards; no thresholds or transoms. 

Closets and built-in bookcases — at least one in each room, 
large enough to provide for supplies, books, globe and 
maps when not in use. Located as near the teacher's 
desk as construction permits. 

Blackboards — kind, length, width, color, chalk rail, height 
from floor, surface, quality, condition, trim. (S — High- 
est grade slate or ground glass, dull black, on front and 
side of room ; width, grades 1-3, 28 in. ; 4-5, 32 in, ; 6-8, 36 
in. ; high school, 36-40 in. ; height of chalk rail, grades 1-2, 
24 in. ; 3-4, 26 in. ; 5-6, 28 in. ; 7-8, 30 in. ; high school, 32-36 
inches. The height of the chalk rail may depend upon 
the nationality of children. Amount of surface deter- 
mined by the number of children accommodated ; double 
sliding in front of class-rooms, lecture-rooms and labora- 
tories ; light curtains for covering boards on dark days or 
when not in use. 

Bulletin Boards. Space not provided with blackboards 
or space above boards should be provided with cork bul- 
letin boards for illustrative purposes. 

Color Scheme — woodwork, dado, walls, ceiling, furniture, 
shades, finish, fixtures. (S — walls light buff or very light 
green or gray; ceiling white or extremely light cream; 
dado slightly darker than walls ; woodwork, furniture and 
shades to harmonize in tone ; dull finish.) 



C. Illumination. 



Glass area 1/5 to 1/4 area of floor — determined by lati- 
tude and by the presence or absence of light obstructions. 



70 REPORT OF SCHOOL SURVEY 

2. Windows — size of mullions, nearness to ceilings, height 
of sill, kind of glass, distance of front window from the 
front wall, orientation, shape. (S — Unilateral, from pu- 
pils' left, except where movable furniture is used light 
from the rear and side is permissible; grouped symmet- 
rical, as near ceiling as possible, 3^ to 4 ft. from the floor, 
plain glass, mullions not over 12 in. wide. Front win- 
dows should not come within 7 ft. of the front wall ; east- 
erly exposure best, rectangular in shape. Variations may 
be necessary for geographical reasons.) Fire glass where 
there is exposure to fire dangers. 

3. Shades — kind, material, hanging, adjustment, condition. 
(S — Adjustable from center; color bisque, light sage.) 



D. Cloakrooms — Wardrobes. 

1. Location, size, convenience, ventilation. (S — Should 
provide ample space for winter wraps for each child, 
teacher control, proper ventilation away from the class- 
room, height of hooks adapted to child, umbrella racks. 
Should be easily accessible to children and so arranged to 
avoid confusion at all times of the day.) 



E, Equipment. 

1. Seats and desks — individual, movable, adjustable. (S — 
Adjustable — movable or adjustable; not over 42 in num- 
ber.) 

2. Teacher's desk — of adequate size with drawer space ar- 
ranged for various size papers, (S — No platform). 



Other equipment, such as provision for maps, stereopti- 
cons and the like. 



BUILDINGS AND EQUIPMENT 71 



V. SPECIAL ROOMS. 

A. Large Rooms for General Use. 

1. Playrooms — location, size, accessibility, adaptability, fin- 
ish. (S — One for boys and one for girls, accessible to 
toilets and to playgrounds ; per pupil 15 sq. ft. of floor 
space and 200 cu. ft. of air space.) 

2. Auditorium. 

a. Location, accessibility. (S — Should be on the first 
floor accessible from class-rooms and main entrance.; 

b. Size. (S — Seating capacity sufficient to accommo- 
date entire capacity of high school or 50^ of elemen- 
tary school.) 

c. Construction — floor, acoustics, obstructions, exits, 
gallery, (kind, seating capacity, location, accessibil- 
ity), light, and nature of stage, finish, ornamentation, 
(S — Floor, level ; seats movable tiers ; acoustic prop- 
erties provided for; stage, 2^-3 ft. above floor level, 
of sufficient size to permit of extensive use, with 
soundproof curtain and fire-proof motion picture cur- 
tain ; exits sufficient to enable vacation in 2 minutes.) 

d. Auxiliaries — dressing rooms, settings, stage para- 
phernalia, moving picture booth. 

3. Study Halls — Adaptability, location, size, accessibility. 
(S — For the elementary school — none ; for the High 
School, series of study rooms ensuite library sufficient to 
seat 50-75 pupils per room, one-half of student capacity 
of building in all. Well ventilated and lighted, with am- 
ple reference stacks.) 

4. Library — location, size, accessibility, form and arrange- 
ment of stacks. (S — ^On first floor near main entrance; 
size of two class units ; equipped with metal book stacks 
and card catalogue.) 

5. Gymnasium. 

a. Location. Accessibility and segregation of the sexes. 
(S-On ground floor accessible from playground.) 



72 REPOET OF SCHOOL SURVEY 

b. Construction — size, floor, track, gallery, soundproof- 
ness, finish. (S — Minimum, 50x80; height, 22-25 ft. 
length and width should relate as three to two ; walls 
light colored.) 

c. Auxiliaries. Lockers, showers, dressing-rooms (num- 
ber, kind, location, convenience, condition). 

d. Equipment — adaptability to type of school. 

6. Swimming pool — size, nearness to dressing rooms, etc., 
adaptability, finish, water supply and provision for 
cleansing. 

7. Lunch rooms. Location, accessibility, size, adaptability, 
arrangement, finish, sanitation. (Rarely for elementary 
schools.) (S — Adjoining household arts department; 
large enough to accommodate one-half of the students at 
one lunch period ; long, self-serving counters, guide rail, 
tables, kitchen, pantry, service entrance.) 



B. Rooms for School Officials. 

1. Principal's ofiice. Location, size, adaptability, finish. 
Waiting room, ditto. (S — Should be located on first 
floor beside main entrance ; consist of suite of rooms, com- 
prising reception room, smaller private ofiice with vault 
and secretary's office. Coat room, cabinets for filing and 
telephone.) 

2. Teachers' rooms. (Size 18x22; one each for men and 
women ; should include dressing room, toilet facilities, 
couch, gas plate, and hot and cold water. 

3. Nurses' Rooms — location, size, equipment and toilet facil- 
ities (including bath), sanitation and finish. Number 
and facilities dependent on size of school and school sys- 
tem. 

4. Janitor's room. Conveniently located near boiler and 
toilet rooms. Equipped with wash basin, sink, and indi- 
vidual bath. Thermostat, telephone and office supplies 
should be supplied. 



BUILDINGS AND EQUIPMENT '^^ 



C. Miscellaneous Rooms. 

1. Laboratories: Kind, location, size, adaptability. (S. 
Domestic Science group, reproducing home conditions; 
Manual Training, size 21x45 will accommodate 20 pupils, 
also provide storage and drying room for wood. Gen- 
eral Science Room ; same as ordinary class-room with 
chairs and tables, shelves for reference and storage, and 
running water. 

2. Lecture Rooms. 

3. Supply and Store Rooms — location, size, adaptability. 

4. Studios — kind, location, size, adaptability. 
Include drawing, art, and music rooms. 

The score card as printed above suggests the method of study of 
each building undertaken by the judges, together with the standards 
which would secure for a building a rating of 100^ of efficiency. It 
is necessary in scoring a building to have in mind not simply the ele- 
ments which go to make up a satisfactory school plant, but also a 
weighting of these several elements, in order that the final judgment 
with respect to the whole building may be comparable as among build- 
ings of the same school system, or with respect to a perfect school 
plant. After considerable experience in the use of the score card, the 
judgments of some hundreds of school superintendents as to the rela- 
tive weight which should be assigned to the various elements have 
been determined. They are as appear in the following abstract of the 
score card: 



ABSTRACT OF SCORE CARD. 
I— Site 125 



A. Location 



1. Accessibility 

2. Environment 



B. Drainage 

1. Elevation . . . . 

2. Nature of soil, 



55 



25 
30 



30 

20 
10 



74 



REPORT OF SCHOOL SURVEY 



C. Size and Form, 



II — Building .. . . 

A. Placement 

1, Orientation 

2. Position on site. . 

B. Gross Structure 

1. Type 

2. Material 

3. Height 

4. Roof 

5. Foundations 

6. Walls 

7. Entrances 

8. Aesthetic balance 

9. Condition 

C. Internal Structure 

1. Stairway 

2. Corridors 

3. Basement 

4. Color scheme .... 

5. Attic 



B. 



C. 



165 



40 
25 

60 



40 



80 



III — Service Systems 

Heating and Ventilation Systems. 

1. Kind 

2. Installation 

3. Air supply 

4. Fans and motors 

5. Distribution 

6. Temperature control 

7. Special provisions 

Fire Protection System 

1. Apparatus 

2. Fireproofness 

3. Escapes 

4. Electric wiring 

5. Fire doors and partitions. . . 

6. Exit lights and signs 

Cleaning System 

1. Kind 

2. Installation 

3. Efficiency 



280 



70 



65 



20 



BUILDINGS AND EQUIPMENT 75 

D. Artificial Lighting System 20 .... 

1. Gas and electricity 

2. Outlets and adjustment 

3. Illumination 

4. Method and fixtures 

E. Electric Service System 

1. Clock 

2. Bell 

3. Telephone 

F. Water Supply System 

1. Drinking 

2. Washing 

3. Bathing 

4. Hot and cold 

G. Toilet System 

1. Distribution 

2. Fixtures 

3. Adequacy and arrangement 

4. Seclusion 

5. Sanitation 

H. Mechanical Service System 

1. Elevator 

2. Book-lifts 

3. Waste-chutes 

IV— Class Rooms 290 

A. Location and Connections 

B. Construction and Finish 

1. Size 

2. Shape 

3. Floors 

4. Walls 

5. Doors 

6. Closets 

7. Blackboards 

8. Bulletin board 

9. Color scheme 

C. Illumination 

1. Glass area 

2. Windows 

3. Shades 



. . . 


5 


. . . 


5 


. . . 


5 




5 


15 


.... 


. . . 


5 


. . . 


5 




5 


30 


• • • « 


. . . 


10 


. . . 


10 


. . . 


5 




5 


50 


.... 


. . . 


10 




10 


. . . 


10 




5 




15 


10 


• • • • 


. . 


5 


. . 


2 




3 


35 


35 


95 


.... 




25 


. . 


15 


, , 


10 


. . 


10 


. . 


5 


. . 


5 


. . 


10 


. . 


5 




10 


85 


45 


, , 


30 


.. 


10 



76 



REPORT OF SCHOOL SURVEY 



D. 
E. 



A. 



Cloakrooms and Wardrobes. 

Equipment 

1. Seats and desks 

2. Teacher's desk 

3. Other equipment 



25 
50 



V — Special Rooms 140 

Large Rooms for General Use. 



Playroom 

Auditorium . . . 
Study hall . . . . 

Library 

Gymnasium . . . 
Swimming pool 
Lunch room .. . 



B. Rooms for School Officials. 



1. Offices 

2. Teachers' room , 

3. Nurses' room , 

4. Janitor's room , 

Other Special Service Rooms, 

1. Laboratories 

2. Lecture rooms 

3. Store rooms 

4. Studios , 



65 



35 



40 



Totals 1000 



1000 



25 

35 

10 

5 



10 
15 

5 
10 
10 

5 
10 

10 

10 

10 

5 

20 

10 

5 

5 



1000 



Under each main item on the score card are found the various 
component parts on which the ratings are actually based, which when 
totaled, produfce the score for the building. The final rating, however, 
that was assigned to any building was only made after three or more 
individual ratings had been secured on that building. The tabular 
work involved in securing the rating for all buildings is too great to 
include in this report, though the ratings for one or two buildings will 
indicate the plan followed. Two sample ratings are here shown, 
namely those of the Hawthorne and the Van Buren. 









BUILDINGS 


AND 


EQUIPMENT 








77 










TABLE IV. 


















Hawthorne 






Van Buren 




Scorer's 


No. 


6 


9 


12 


Median 


8 


9 


10 


Median 


Items I 




85 


71 


83 




83 


90 


88 


111 




93 




A 


45 


30 


45 


45 




45 


40 


51 


45 






B 


20 


26 


23 


23 




25 


28 


30 


28 






C 


20 


15 


15 


15 




20 


20 


30 


20 




" II 




94 


113 


91 




101 


81 


98 


80 




88 




A 


15 


22 


16 


16 




20 


22 


22 


22 






B 


44 


36 


26 


36 




34 


35 


26 


34 






C 


35 


55 


49 


49 




27 


41 


32 


32 




" III 




116 


123 


115 




125 


149 


148 


119 




135 




A 


31 


32 


30 


31 




32 


60 


27 


32 






B 





8 


9 


8 




15 


9 


12 


12 






C 


13 


15 


16 


15 




12 


16 


17 


16 






D 
















9 


1 


6 


6 






E 


5 


15 


15 


15 




15 


4 


9 


9 






F 


15 


2 


5 


5 




19 


10 


13 


13 






G 


42 


41 


35 


41 




40 


43 


26 


40 






H 


10 


10 


5 


10 




7 


5 


9 


7 




" IV 




174 


186 


187 




179 


171 


154 


178 




173 




A 


35 


25 


25 


25 




20 


10 


15 


15 






B 


49 


67 


60 


60 




46 


64 


57 


57 






C 


47 


50 


56 


50 




60 


30 


53 


53 






D 


20 


20 


16 


20 




10 


10 


15 


10 






E 


23 


24 


30 


24 




35 


40 


38 


38 




V 




111 


78 


75 




85 


70 


80 


61 




80 




A 


45 


28 


35 


35 




30 


27 


8 


27 






B 


28 


13 


10 


13 




25 


19 


18 


19 






C 


38 


37 


30 


37 




15 


34 


35 


34 




Total 580 


571 


551 




573 


561 


568 


549 




569 



Final score for Hawthorne Building 573 

" " Van Buren " 569 



78 REPORT OF SCHOOL SURVEY 

It will be seen that three judgments were secured on each of these 
buildings and that in the case of the Hawthorne, the final ratings were 
580, 571, and 551, while the median rating, which is the composite of 
the medians of the twenty-two sub-items, is 573. This median rating 
is accepted as the final rating upon this building. In like manner, the 
three judgments that were recorded on the Van Buren were 561, 568, 
and 549, while the composite of the medians of the twenty-two sub- 
items was 569. 

After the ratings for all buildings were secured in this manner, 
it was possible to rank the school buildings of the city in the order of 
their merit and their adaptability for educational purposes. The total 
possible score which may be assigned any building is 1,000 points, the 
total of all the items on the score card. A school building perfect in 
every particular would receive a score of 1,000 points. A school 
building which approached perfection in every detail, or was perfect 
in all but one or two minor respects, could be expected to receive a 
score of between 900 and 1,000 points. Any building receiving a score 
of more than 700 points, it has been observed by those who have 
studied sehool buildings in the light of the score card, may be consid- 
ered fairly satisfactory. A building which ranks between 600 and 700 
needs considerable alteration before it can be brought up to a satis- 
factory standard of efficiency. A building which scores between 500 
and 600 points is a very poor building, which may be made habitable 
by extensive repairs and reconstruction. A building which scores 
less than 500 points is, in the judgment of those who have used the 
score card and who are well acquainted with the prevailing standard 
for school accommodations, a building which should be vacated at 
once. It is not possible to repair such a building in the expectation 
of making it suitable for school purposes. 

Table V, which follows, shows the rating and relative position of 
each of the elementary school buildings. Some of the smaller build- 
ings are not included in this list. 

TABLE V. 

St. Paul's Elementary Schools Arranged According to Scores Allotted 
By the Survey Committee. 

1. Lafayette 313 

2. Jefferson 358 

3. Monroe 404 

4. Adams 409 



BUILDINGS AND EQUIPMENT "^9 

5. Jackson 427 

6. Franklin 452 

7. Webster 491 

8. Rice 500 

9. Crowley 500 

10. Lincoln 511 

11. Hendricks 516 

12. Irving 521 

13. Murray 524 

14. Cleveland 530 

15. Edison 531 

16. McClellan 535 

17. Maxfield 538 

18. Neill 538 

19. Hancock 541 

20. Drew 543 

21. Srbley 549 

22. Gorman ^ 550 

23. Ericsson 558 

24. Madison 563 

25. Hawthorne 573 

26. Van Buren 569 

27. Garfield 576 

28. Douglas 580 

29. Davis 582 

30. Scheffer 582 

31. Longfellow 586 

32. Washington 587 

33. Harrison 607 

34. Deane 608 

35. Smith 613 

36. Whittier 613 

37. Sheridan 615 

38. Grant 617 

39. Ramsey 627 

40. Tilden 627 

41. Baker 643 

42. Hill 661 

43. Galtier 681 

44. Phalen Park 687 

45. McKinley 700 

46. Mound Park 710 



80 REPORT OF SCHOOL SURVEY 

47. Gordon 713 

48. Ames 792 

49. Finch 927 



Total number of points allotted by judges 27,977 

Possible number of points 49,000 

If one were to try to view the whole elementary school plant as 
a single total situation it would be observed that out of a possible 49,- 
000 points for the forty-nine buildings included in the list, only a total 
of 27,977 points has been allotted by the judges. In other words, these 
buildings that constitute a very large part of the elementary school 
plant are shown, by this rough total measure, to be most inadequate. 
It is only by studying the rating of individual buildings and of the 
various elements constituting them that we can locate the extent or 
type of deficiency found in St. Paul's buildings. Of the forty-nine 
larger elementary school buildings, it will be observed from the table 
that seventeen rank above 600 points, twenty-three between 500 and 
600, and nine at 500 points or below. In the buildings which rank be- 
low 600 points are housed 16,661 children, all of whom are attending 
school in buildings lacking proper facilities for lighting, ventilation, 
fire protection, as well as most of the other facilities commonly 
deemed necessary in a modern school plant. 

The four high school buildings of St. Paul rank high on the score 
card, — all of them scoring between 793 and 809 points. The rating 
for high school buildings follows : 



TABLE VI. 

Central High School • . . 809 

Humboldt High School 805 

Johnson High School 811 

Mechanics Arts High School 793 

Table VII shows how the total score for each school building was 
distributed among the twenty-two sub-items on the score card. The 
first line gives the maximum possible score to be obtained by any 
building in any of the many sub-items, while the numbers opposite the 
name of the school give the final score assigned to that building on 
that particular item by taking the median ranking of all the judges on 
that item. 



BUILDINGS AND EQUIPMENT 



81 



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BUILDINGS AND EQUIPMENT 

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BUILDINGS AND EQUIPMENT 



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86 



REPORT OF SCHOOL SURVEY 



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BUILDINGS AND EQUIPMENT 



87 



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88 



REPORT OF SCHOOL SURVEY 





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> 



BUILDINGS AND EQUIPMENT 



89 



TABLE VII— Continued. 
Final Scores on St. Paul's School Buildings. 



Names of Buildings 



I. Site 

A. Location 

B. Drainage 

C. Size and Form 

IT. Building 

A. Placement 

B. Gross Structure 

C. Internal Structure .... 

III. Service Systems 280 

A. Heating and Ventila- 

tion 70 

B. Fire Protection 65 

C. Cleaning System 20 

D. Artificial Lighting 20 

E. Electric Service 15 

F. Water Supply .... 30 

G. Toilet Facilities 50 

H. Mechanical Service ... 10 

IV. Class Rooms 290 

A. Location and Connec- 

tions 35 

B. Construction and Fin- 

ish 95 

C. Illumination 85 

D. Cloakrooms and Ward- 

robes 25 

E. Equipment 50 







X 




to 


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of Points 


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chool 


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School 


son High 
chool 


lanics Art 
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125 


115 


105 


85 


85 


55 


55 


55 


50 


50 


30 


30 


25 


25 


25 


40 


30 


25 


10 


10 


165 


150 


141 


147 


155 


25 


25 


18 


20 


24 


60 


53 


53 


56 


56 


80 


72 


70 


71 


75 



217 



205 



227 



203 



55 


50 


60 


53 


50 


45 


64 


48 


12 


17 


11 


16 


15 


12 


12 


15 


14 


12 


14 


10 


25 


22 


20 


22 


46 


40 


39 


35 





7 


7 


5 


244 


251 


248 


^51 


25 


30 


30 


33 


81 


83 


82 


83 


73 


73 


71 


75 


20 


20 


20 


20 


45 


45 


45 


40 



90 



REPORT OF SCHOOL SURVEY 



TABLE VII— Continued. 
Final Scores on St. Paul's School Buildings. 



^ 1=! 

^ -S 

Names of Buildings ^ ^ 

■55 o 

V. Special Rooms 140 

A. Large Rooms for Gen- 

eral Use 65 

B. Rooms for School Offi- 

cials 35 

C. Other Special Service 

Rooms 40 

Total 1,000 





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2 


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83 


103 


104 


99 


37 


46 


43 


43 


21 


25 


26 


20 


25 


33 


35 


36 



809 



805 



811 



r93 



It will be observed from a study of the table given above that the 
school buildings of St. Paul, especially the elementary school build- 
ings, are deficient, particularly v^ith respect to heating and ventilating, 
fire protection, toilet facilities, water supply, large rooms for general 
use, cleaning systems, artificial lighting, internal structure, and gross 
structure. A 'bird's-eye view of the whole situation can be had by a 
consideration of the score allowed, out of the total provided on the 
score card for perfect buildings, with respect to each of these items. 

In Table VIII the part of the total possible score which could be 
had for each of these several items is expressed in per cent. For ex- 
ample, the total number of points allowed for fire protection for any 
building is sixty-five. Twenty-nine elementary school buildings se- 
cured from zero per cent to twenty-five per cent of this score ; that is, 
they all scored less than nine points out of a possible sixty-five. Six- 
teen buildings showed a score of from twenty-six per cent to fifty per 
cent of the total score allowed ; that is, these sixteen buildings received 
less than thirty-three points out of a possible sixty-five. Four build- 
ings scored from fifty-one per cent to seventy-five per cent; that is, 
they received forty-nine points or less out of the total of sixty-five. 
Only four buildings received a score of fifty points or more out of the 
total possible score. 



SCHOOL PLAYGROUNDS 91 



TABLE VIII. 

A percentile distribution of the efficiency of certain features of the 
school buildings of St. Paul as judged by the Survey Committe. Un- 
der the percentages is given the number of buildings scoring within 
the range of percentage stated : 

0%-25% 26%-50% 51%-75% 76%-100% 

Heating and Ventilating., 3 36 11 3 

Fire Protection 29 16 4 4 

Toilet Facilities 1 7 29 16 

Water Supply 24 22 4 3 

Large Rooms for General 

Use 5 41 7 

Cleaning System 9 29 15 

Artificial Lighting 28 16 8 1 

Internal Structure 1 15 26 11 

Gross Structure 1 7 30 15 

It seems advisable to inquire carefully concerning each of the sev- 
eral elements which enter into the composition of a satisfactory mod- 
ern school plant. There will, therefore, be considered, in order, the 
situation with respect to school sites, the gross and internal structure 
of buildings, the service systems, the classrooms, and the special 
rooms which are provided in the St. Paul school plant. 



SIZE AND FORM OF SCHOOL SITES. 

One of the most important considerations with respect to school 
sites is the playground space which is provided. Table IX shows the 
enrollment of each school in December, 1916, and the number of 
square feet of playground area per child enrolled. All the area of the 
school sites, except the ground upon which the building itself was 
located and the area directly devoted to lawn and landscape, was in- 
cluded in the so-called playground area, though it was quite evident 
that a number of the buildings had no area set aside distinctly for play. 



92 



REPORT OF SCHOOL SURVEY 



TABLE IX. 



30 or Less 

Cleveland 

Crowley 

Ericsson 

Franklin 

Hill 

Irving 

Jefferson 

Lafayette . . . . , 

Scheffer 

Webster , 

Whittier 



30-100 





Area of 




Play- 


Enroll- 


ground 


ment 


Per Child 


626 


20 


815 


9 


712 


21 


808 


9 


775 


15 


501 


12 


762 


4 


668 


19 


370 


27 


700 


15 


508 


20 



7,245 



Adams . . . . 

Baker 

Davis 

Douglas . . . 
Garfield . . . 

Gordon 

Grant 

Hancock . . 
Harrison . . 
Hawthorne 
Hendricks . 
Homecroft 
■Jackson . . . 
Lincoln . . . 
Longfellow 
McClellan . 
McKinley .. 
Madison .. . 
Maxfield .. . 



547 


31 


412 


37 


301 


85 


813 


45 


354 


89 


460 


70 


329 


82 


821 


64 


332 


57 


390 


36 


605 


66 


120 


77 


335 


49 


701 


40 


728 


42 


470 


70 


722 


36 


735 


80 


373 


60 



SCHOOL PLAYGROUNDS 93 



TABLE IX— Continued. 



30-100 

Monroe . . . . 
Mound Park 

Murray 

Neill 

Ramsey . . . . 

Rice 

Sibley 

Smith 

Tilden 

Van Buren .. 



100-200 

Ames , . 

Deane 

Drew 

Gorman . . , . 
Phalen Park 
Taylor 



200 and Over 





Area of 




Play- 


Enroll- 


ground 


ment 


Per Child 


532 


60 


490 


83 


414 


47 


316 


60 


571 


92 


290 


53 


595 


54 


342 


58 


152 


65 


685 


73 



13,935 



378 


114 


95 


118 


409 


103 


477 


123 


724 


131 


67 


113 



2,468 



Galtier 636 318 

Logan 27 1,889 

Mattocks 39 1,085 

Quincy 33 497 

Randolph 352 382 

Sheridan 125 739 

1,212 



94 REPORT OF SCHOOL SURVEY 

St, Paul has made provision under its City Charter for a Depart- 
ment of Parks and Playgrounds. Fortunately, some of the schools, 
such as Phalen Park, Sibley, and the Scheffer, adjoin playgrounds un- 
der the supervision and care of this department. It seems wise that 
in any future planning of playgrounds and schools that this procedure 
of locating the playground where it is available for use for part of the 
school day program should be followed. 

The contrast between the playground advantages ofifered children 
attending the Galtier School and those enjoyed by the 800 children 
enrolled in the Franklin School is very marked. In the latter, each 
child is allotted nine square feet of playground area, while the spa- 
cious grounds of the Galtier provide over thirty square feet of play- 
ground area for each child. The contrast in mid-winter when St. 
Paul was in the midst of its outdoor carnival, was pathetic. At the 
Galtier a long toboggan slide had been provided by a carnival com- 
mittee, and provision had also been made for skating, while at the 
Franklin, no attempt of any kind had been made to provide for these 
children opportunity for enjoying the pleasures of a St. Paul winter. 
A playground is just as vital a part of the school equipment as text- 
books, and if utilized properly will produce as beneficial results. 

The small area lying about the Jefferson School below the street 
level is reported by the principal to be filled with water at times dur- 
ing the year. It is to be contrasted with the splendid playground 
which has been provided and equipped for the children of the Irving 
School. The parents who provided this latter playground will be 
amply repaid by the returns which will be made to the city in greater 
health, better moral tone, and the democratic spirit of its youth. The 
burden of providing school playgrounds, however, should be accepted 
by the school authorities and not shifted upon the shoulders of an am- 
bitious principal who secures the co-operation of a parents' organiza- 
tion. 

The size of the playground adjoining the new Finch School which 
provides 382 square feet per child enrolled in December, 1916, is, it 
is hoped, a standard which will be maintained in future school plan- 
ning. The contrast between the types of city planning which located 
the Central High School within the spacious Central Playground, and 
the Johnson High School on the edge of a hill with no provision for 
playground or future additions, needs no further comment. Ample 
provision in congested centres is relatively more vital than in open 
sections. A comparison of playground space provided in the cities 
of St. Paul, Denver, and Salt Lake City, is available, and is given in 
the following table. 



STRUCTURE OP BUILDINGS 95 

TABLE X. 

The Playgrounds of Three Cities. 

Percentage of Sch. 30 sq. ft. 30-100 100 sq. ft. 100-200 200 sq. ft. 
Bldgs. with or less sq. ft. or less sq. ft. or over 

St. Paul 29.1% 56.1% 85.2% 9.9% 4.9% 

Denver 82.0% 12.5% 5.5% 

Salt Lake 37.0% 32.0% 31.0% 

Lowest No. of Median No. of Highest No. of 
Playground showing sq. ft. per sq. ft. per sq. ft. per 



hild child child 



St. Paul 4 sq. ft. 60 sq. ft. 1,889 sq. ft. 

Denver 40 sq. ft. 130 sq. ft. 1,037 sq. ft. 

Salt Lake 4.1 sq. ft. 62 sq. ft. 2,560 sq. ft. 



GROSS AND INTERNAL STRUCTURE OF SCHOOL 
BUILDINGS. 

Under gross structure, it will be seen, were considered the type 
of building, the material, height, roof, foundations, walls, entrances, 
estehetic balance, and general condition. Under internal structure 
were considered types, construction, and location of stairways ; size, 
lighting, and accessibility of corridors ; the economical utilization of 
basements, and construction of attics. The distribution of the build- 
ings according to percentage of perfection obtained in these two items 
is given in the following table : . 



Gross and Internal Structure. 

Maximum Possible Rating 140 Points 

50% or less of total score allowed 

Lafayette, Jackson, Jefferson, Monroe, Adams, Franklin, 
Madison, Rice, Van Buren. 



96 REPORT OP SCHOOL SURVEY 

51% -74% of total score allowed 

Cleveland, Crowley, Davis, Deane, Douglas, Drew, Edison, 
Ericsson, Garfield, Gorman, Grant, Hancock, Harrison, Haw- 
thorne, Hendricks, Hill, Irving, Lincoln, Longfellow, Mc- 
Clellan, Maxfield, Mound Park, Murray, Neill, Scheffer, Sher- 
idan, Sibley, Smith, Webster, Washington Annex. 

Above 75% of total score allowed 

Ames, Baker, Finch, Galtier, Gordon, McKinley, Phalen 
Park, Ramsey, Tilden, Whittier. 

The Gordon, the Ames, and the Finch ranked highest, with 
123, 128, and 140 points respectively, for combined totals of 
these two items. 

It does not seem necessary in this report to review all of the 
items which have brought about these extremely low ratings. The 
reasons will be perfectly evident to the observer who is familiar with 
building planning. The chief deficiencies may be summarized as fol- 
lows: 

I. The poorly arranged and inadequately equipped basements, 
built at great cost, adding largely to fuel and janitor expense, but pro- 
viding frequently no educational facilities. Such conditions exist in 
the Franklin, Jefferson, Monroe, and others. The possibilities for 
utilization of basements such as in the Ericsson have not been 
realized, though the progress made in this direction by such' schools 
as the Longfellow, Hancock, and others, due largely to the initiative 
of principals and teachers, is highly commendable. 

II. An extremely large amount of unusued space is found in the 
attics of the Ramsey, the Van Buren, and in fact, in any of the build- 
ings erected previous to 1890. Much money has been spent in the past 
on elaborate stairway approaches to these attics, and in the effort to 
make some of them available for educational work. This is to be re- 
gretted, since most of St. Paul's buildings are not fireproof, and even 
lack adequate fire-escapes. The risks involved are greater than the 
advantages derived. The use of third-story class-rooms as in the Jef- 
ferson, and third-story auditoriums as in the McKinley, is fraught 
with much danger and should be discontinued. All school audito- 



STRUCTURE OF BUILDINGS 97 

riums of the future should open upon the ground level. The school 
buildings in a city where land is as inexpensive as it is in St. Paul 
should be no more than two stories above the basement. 

III. The entrances to many buildings were not built for the 
purpose of providing safety for children. An example of a very bad 
entrance may be seen at the Crowley School. Here there are two 
curved steps just inside the door, and a stairway directly outside this 
same door. Wooden steps on the outside of buildings, as at the 
Adams and Lafayette, and unprotected entrances as at the Drew and 
the Van Buren, also show a disregard for the welfare of the children. 
The necessity for providing hand-rails at many entrances was brought 
out very clearly during the visits of the survey commission after the 
severe fall of snow in January. 

IV. Dangerous stairways were constantly evident. The stair- 
way in the main entrance hall of the Ericsson offers no fire protection 
of any kind, standing as it does in the open. The wretched make- 
shifts for stairways leading to the basements as found in many build- 
ings, particularly the Scheffer and the Jefferson, should be replaced 
at once. The curved stairway, as found in the Jackson, with treads 
narrowing down at one end, leaving a very small width for the foot, 
is surely a source of injury, considering the insecurity involved. The 
extremely steep stairs of the Hancock School, the lack of handrails as 
in the Grant School and the Harrison, the wooden material used in the 
construction of the majority of staircases in the city, and the failure . 
to make them conform to dimensions fitted to the physique of children, 
show that architects and school authorities have failed in realizing the 
importance of constructing perfect stairways. The standard stairway 
is of fireproof construction, separated from the corridors by fire glass 
doors. These encased stairways, made of steel and concrete, are be- 
ing built into the best modern school buildings. 

V. The type and construction of corridors in many school build- 
ings materially lowered the score on internal structure. The corri- 
dors in such buildings as the Hancock, Cleveland, and Smith require 
too great an expenditure for fuel considering the purpose for which 
they are used. There are some corridors in the Adams that are too 
narrow. The Monroe building has not a sufficient number of corri- 
dors. Class-rooms are in use here as passage ways. The standard 
corridor should be wide enough to prevent congestion. The main 



98 REPORT OP SCHOOL SURVEY 

corridor may be twelve feet wide in elementary schools, while the 
others need not be more than eight. 



SERVICE SYSTEMS. 

Table VII showed that one of the places of greatest inadeqaucy 
in the school plant was in the service systems ; i. e., the heating and 
ventilating, fire protection, cleaning, artificial lighting, water supply, 
and toilet systems. These will be considered separately in the next 
few pages. 



HEATING AND VENTILATING SYSTEMS. 

The 1914 report of the Board of School Inspectors contains on 
pages six and seven a financial statement of expenditures amounting 
to $132,481.17 for alterations and improvements in heating plants in 
various school buildings covering a period of twelve years, from 1898- 
1910. These figures presumably include expenditures for the accom- 
panying ventilating facilities. These investments, together with 
those of the 1911-16 period, should bring adequate returns. 

It speaks well for the heating systems of the schools to recall that 
relatively few reports were made to the survey committee regarding 
the inability of the heating apparatus to maintain adequate tempera- 
tures in the class-rooms. When one considers that the committee 
was visiting the schools during a two-weeks period of intense cold, 
the school authorities have further occasion for self-congratulation. 
It was found futile to endeavor to judge heating efficiency by read- 
ings of the class-room thermometers because of the many inaccurate 
thermometers being used throughout the city. The thermometers 
of the Whittier building were a good illustration of this point. The 
teachers and principal had no confidence in their accuracy, and the 
readings collected during a period of fifteen minutes around ten 
o'clock on a bitterly cold morning supported their impressions. 
Though the thermometers ranged between 52 degrees in Room 7 
to 82 degrees in Room 2, the children were apparently equally com- 
fortable throughout the building, and when asked, reported that they 
were not cold. 

The Smith School, which is very much exposed to the winds on 
all sides, reported on this same morning that its north rooms were ex- 
tremely cold. The thermometer readings at 11:30 on January 31, 



HEATING AND VENTILATING 99 

1917, were 59, 72, 68, 66, 72, &0, 72, 66, 63 for its nine rooms. Some 
classes had been combined and were reciting together in one room. 
This could very easily be done because of the poor attendance on this 
day. The open basement, thirteen feet high, and the spacious corri- 
dors were preventing adequate returns from the heating plant, though 
the boilers were being urged to the point of carrying fourteen pounds 
pressure of steam. Weather strips on all windows facing north would 
no doubt assist materially in the heating of this building. 

A surprisingly marked variation from the generally reported ex- 
cellence of the heating plants was noted at the Schefifer School, where 
from 10:30 to 11:00 on the morning of January thirty-first the ther- 
mometer readings were: 64°, 70°, 66°, 66°, 66°, 66°, 66°, 66°, and 
62°, for the eight rooms. The building was just becoming comfort- 
able at this hour, though the janitor had very conscientiously come 
to the building at a very early hour in his endeavor to have the rooms 
comfortable for the children at 9 :00 A. M. Carrying a twenty-five 
pound pressure on the boiler, the janitor had been unable to heat the 
building sufficiently until 11:00 in the morning. The janitor's im- 
pression is that there is not enough radiation in the building, while 
the principal reports that this building has been cold for twenty years. 
The danger involved in the carrying of such high pressure and the 
frequent complaints that have been made about this building should 
have produced a change long before this in what is apparently a fun- 
damental heating fault. 

The temperature report for this school for January twenty-second 
speaks for itself. 

Room Room Room Room Room Room Room Room 
12345678 



8:30 


48 


50 


50 


44 


44 


40 


48 


46 


9:30 


50 


54 


62 


56 


54 


52 


60 


60 


11:00 


70 


68 


68 


60 


60 


64 


70 


68 



Thermometers are installed chiefly for the purpose of enabling 
janitors and teachers to regulate the heat and ventilation in class- 
rooms. If the teachers have no confidence in them because of their 
variation in quality and efficiency, their reason for being a part of the 
school equipment no longer exists. The purchase and supplying of a 



100 



REPORT OF SCHOOL SURVEY 



recognized standard thermometer for every room without thermostatic 
control is advised. 

The readings of the dry bulb thermometer of the sling psychrom- 
eter used in determining the humidity of the various class-rooms in 
the city will give a far better index of the control of the heating sys- 
tem than merely the readings of the class-room thermometers. The 
readings made are distributed in Table XI. 



TABLE XI. 

The median reading for the 181 readings coming from 17 schools 
is 68.40°. 













St. Paul 


Denver 












No. of 


% of 


No. of 


% of 












Rooms 


Rooms 


Rooms 


Rooms 


Readings 


below 


60° 






... 7 


3.9 


14 


1 


(( 


either 


60° 


or 


61°... 


.. . 6 


3.3 


25 


2 


(< 


a 


62 




63 ... 


... 8 


4.4 


56 


4.8 


<( 


(I 


64 




65 ... 


...20 


11.0 


109 


9 


(t 


a 


66 




67 ... 


...38 


21.0 


160 


13 


Standard 


a 


68 




69 ... 


...37 


20.4 


343 


29 


Readings 


(< 


70 




71 ... 


...37 


20.4 


248 


21 


(( 


<( 


72 




73 ... 


. . . 15 


8.3 


113 


9 


« 


" 


74 




75 ... 


... 7 


3.9 


61 


5 


(( 


it 


76 




77 ... 


. .. 5 


2.8 


14 


1 


IC 


(< 


78 




79 ... 


... 




7 


.6 


(I 


a 


80 


or 


above. 


... 1 


.4 


7 


.6 



As before stated, considerable money has been expended on the 
installation of ducts and flues in all buildings for the purpose of ventil- 
ation. Almost universally in the elementary schools the gravity sys- 
tem alone was providing' what change in air was made in the various 
class-rooms. The recognized standard for change of class-room air 
is at the rate of 2,000 cubic feet per hour per pupil. The Short and 
Mason No. 3136 Anemometer, Briams pattern, was used in order to 
test the amount of air that was being changed in the city's class-rooms. 
In twelve elementary schools, fifty-four class-rooms, and in two of the 
four high schools, twelve rooms, making sixty-six rooms in all, were 
tested. The results are arranged in Tables XII, XIII, and XIV. 



HEATING AND VENTILATING 



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HEATING AND VENTILATING 107 

Rooms facing in all directions of the compass, and rooms on dif- 
ferent floor levels, as well as buildings in various sections of the city, 
were tested in order to make the samplings as representative as possi- 
ble. Some of the more modern buildings, as well as some of the older 
buildings, were also included in this test. The tests were made over 
a period of two weeks. These records were taken by constantly mov- 
ing the anemometer over the entire opening. The lower half in most 
instances recorded practically nothing when tested alone. In this 
connection it may be said that even in the new Ames School the thick 
mesh screens on the room intakes delays the entrance of air forced up 
by the fan into the room. 

Although the standard requirement is 2,000 cubic feet per hour 
per pupil for change in air, only two rooms out of the fifty-four ele- 
mentary rooms approximated this amount, one room in Sibley and 
one in Garfield, the records of which show 2,215 and 2,022 cubic feet 
respectively. The average amount of air entering these fifty-four 
rooms was 811.8 cubic feet, the median amount 629 cubic feet. The 
air from a number of the intakes barely moved the wheel of the ane- 
mometer, while intakes which did not register at all were found in the 
Cleveland and Ramsey schools. The record for the outlets shows a 
corresponding lack of change of air. The intakes in the Crowley 
School registered more uniformly than any other school, its lowest 
figure being 1,412 and its highest 1,941, with the median 1,781. The 
outlets also registered fairly uniformly. 

The high school ventilation record is far better. The standard 
for high school pupils is 2,500 cubic feet per pupil per hour. Three 
of the twelve rooms, or 25^, reached this standard, while six of the 
rooms, or 50^, were above the 2,000 point. The Mechanic Arts and 
Johnson High School were the buildings tested. The average air in- 
take for the twelve rooms was 1,696 cubic feet per pupil per hour. 

It is obvious from these findings that the ventilating systems of 
the elementary schools in particular are very unsatisfactory, irrespec- 
tive of the great investments made in them by the people of the city. 
Either many of the janitorial staff have no conception of the real pur- 
pose of a ventilating system or the systems installed conflict seriously 
with the maintenance of the requisite temperatures of rooms, for 
many instances were found where dampers were entirely closed, the 
main intakes from the outside absolutely air-tight, and the intake 
chambers filled with dust, manual training supplies, or other accumu- 
lations. The standard location set by the building score card for the 
outdoor intake is at the top of the building or at least above the first 
story. The necessity for adopting this standard in future building 



108 EBPORT OF SCHOOL SURVEY 

construction in St. Paul was obvious to the survey committee, who 
found many of the intakes completely or partially blocked with snow, 
while some gathered the air which was to enter the lungs of the chil- 
dren in the class-room directly from the ash-pile in the rear of the 
building. The following situations were typical: 

Ericsson: Air intake directly from much used alley. Air shafts 

closed. 
Irving: Intakes clogged with snow — air intake directly out of toilet 

rooms. 
Jefferson : Air intake directly under a side entrance. 
Gordon: Ventilating intakes closed. 
Douglas : Dampers broken — snow covered intakes. Intakes usually 

closed, snow or no snow. 
Hendricks: Class-room intakes down at floor levels pouring air 

directly upon children. 
Ramsey: Room 9, intake at floor level. Outlets closed with boxes 

and wraps in cloakrooms. Plenum chamber filled with rubbish. 

One intake passing through toilet. 
Crowley: Outlet in floor opposite intake. 
Hancock: One intake closed to keep out odors of domestic science 

room where intake was located. Another closed by snow. 
Mechanic Arts High School : Fan system reported rarely operating 

successfully — either too little or too much air was the report of 

the teachers. Air intake directly from street. 
Monroe Air intakes from ash-piles. 
Neill : Air supply taken from ground level under steps covered with 

snow. 
McClellan : Ventilating system not in use. 

Another test of the efficiency of the heating and ventilating sys- 
tem may be made by determining the humidity of the class-room. 
The survey commission secured 181 different readings of the sling 
phychrometer in buildings selected at random throughout the city. 
The results are shown in Table XV. 



I 



HEATING AND VENTILATING 

TABLE XV. 

The Relative Humidity of St. Paul's Class-rooms. 

Standard — 40^ in very cold weather. 

— 50^0 in ordinary winter weather. 



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It will be noted that only sixteen per cent of the readings obtained 
are above twenty-nine per cent relative humidity, while only seven 
per cent of the readings are above forty-five per cent relative humid- 
ity. The standard percentage of humidity for a class-room is consid- 
ered to be about fifty per cent. The humidity outside of the school 
buildings on the days from January 20th to February 2nd, 1917, when 
the tests were made, varied from 79 to 95 at seven o'clock in the morn- 
ing, and from 59 to 91 at twelve o'clock noon. It will be seen, then, 



* These medians are calculated from a finer distribution. 



110 REPORT OF SCHOOL SURVEY 

that most of the St. Paul class-rooms that were tested were made far 
too dry in the heating process. When a large percentage of the mois- 
ture is taken out of the air, the effect upon the children is such as to 
produce nervousness, restlessness, and nose and throat troubles. 
Teachers have apparently endeavored to overcome the intense dry- 
ness that prevails in many class-rooms by placing pans of water here 
and there in the rooms. The proper method of providing humidifica- 
tion is, however, by air washers, or better still by providing the re- 
quired amount of water vapor directly in front of the fan, through 
which all air entering class-rooms must pass. 



FIRE PROTECTION. 

The school buildings of St. Paul were found to rate extremely low 
on fire protection. It seemed to the members of the survey staff that 
there had been almost a complete disregard for the safety of school 
children in St. Paul, if one may be justified in reaching this conclusion 
from the present condition of buildings and of the measures taken to 
prevent fire. Some of the conditions found were almost unbelievable, 
and gave indication of a lethargy on the part of fire and school ofBcials 
from which one might fear an awakening such as occurred in Pea- 
body, Massachusetts, or Collinwood, Ohio, where disaster resulted 
from the lack of proper fire protection. 

In scoring under the heading of fire protection, the committee 
considered apparatus such as hand extinguishers, fire hose and fire 
sprinklers, the fireproofness of the building itself, the fire escapes, in- 
sulation of the electric wiring, fire doors and fire partitions leading to 
or from immediate sources of fire, and exit signs or lights for dark cor- 
ridors or in buildings utilized in the evening. It seems some hand 
fire extinguishers have been provided for manuar training rooms and 
boiler rooms. The installation of one small J. M. hand extinguisher 
in a sixteen-room building like the Hancock is surely insufficient. The 
thiee-story eighteen-room Jefferson building was without extinguish- 
ers. It had fire escapes reaching from the third story. The sixteen- 
room Longfellow had one extinguisher. The detailed score card gives 
the standard for this item of fire protection as one extinguisher for 
each 5,000 square feet of floor space. There is no excuse for not 
reaching this standard. Anything less should not be tolerated. 

Of the elementary buildings only five or six can make any claim 
to fireproofness, i. e., the Ames, Finch, Galtier, Gordon, and the Hill. 
The buildings erected previous to 1890 offer no barriers to the pro- 



FIRE PROTECTION 111 

gress of a fire and would burn with astonishing rapidity if the fire 
were not extinguished in its incipency. The wooden, warehouse-hke 
structure bearing the name of Lafayette needs no comment here. It 
is simply a fire-trap which should be abandoned. 

Many of the other buildings which have walls of brick and stone 
have interiors built entirely of wood, which would burn quite as freely 
as any wooden building. A great many of these buildings are not 
provided with fire escapes, and have stairways entirely insufficient and 
inadequate to provide against the danger from fire. It seems worth 
while in this connection to list some of the buildings which are par- 
ticularly dangerous, and to call attention to conditions as they were 
found by the survey staff. 

Franklin School. 

Under the main rear exit, within a few inches of the stairway, was 
a tank filled with floor oil. The fire escape leading from the third 
story runs above the wooden door of this exit. 

Rice School. 

In the janitor's supply room, under the stairway from the second 
to first floor to basement, the committee found a can of kerosene, con- 
siderable paper, and other material. The stairs were wooden. 



SchefTer School. 

Boiler at twenty-five pounds pressure ; boiler three feet from 
wooden ceiling; one highly inadequate wooden stairway for each sex 
from the basement with no other outside exit, so that children in lav- 
atories might easily be trapped in case of fire ; only one narrow stair- 
way from second to first floor for 160 children, opening at top less 
than six feet wide ; fire gong on stairway, but it is too small and can- 
not be heard from the class-rooms, necessitating a messenger to each 
room in case of danger; no outside fire escapes. 

Grant School. 

Boiler room with wooden lath ceiling, with no fire doors or parti- 
tions cutting the boiler ofif from the rest of the basement ; two cords 



112 



REPORT OF SCHOOL SURVEY 



of kindling piled six feet high directly in front of the fire box. The 
Grant is situated on a high elevation, towering above the surrounding 
territory where the winds have a complete sweep. In case of fire be- 
ginning in the boiler rooms, the draft created would be enormous, and 
children and teachers would have slight chance to escape since the 
building is not protected with fire escapes. 



Jefferson School. 

Conditions that cannot be too severely condemned were found 
in this building. The situation need not be described in detail. A 
complete plumbing repair shop with its oil waste is located directly 
under one of the class-rooms. The other repair shops for the whole 
school system, where carpentry, painting, varnishing, and cabinet 
work are the main industries, directly adjoin the boiler room of the 
school. On January twenty-third, three barrels of engine oil were 
stored in this shop at the entrance to the engine room so that it might 
not freeze. Seven hundred and sixty-two children were being housed 
in this three-story building at this time. The very low ceilings in the 
basement, the multitude of basement sub-divisions, and the accumula- 
tions of discarded materials afford every opportunity for fire in this 
building. 




The Only Means of Egress From the Basement in a Large School. 



FIRE PROTECTION 



113 



Irving School. 

This school is equipped with a substantially built fire escape, but 
the means of exit are such that approximately two hundred children 
must pass into a very congested cloakroom six feet wide and eighteen 
feet long before reaching the open. A fire escape is of service in pro- 
portion to its accessibility and avoidance of possible congestion. The 
removal of a partition would eliminate some of the congestion. 

m 

A condition found in the Gorman illustrates another serious hin- 
drance to rapid exit in case of danger. The great majority of the exit 
doors in the schools have been equipped with a very fine panic 
bolt, permitting the opening of the doors by even the youngest of the 
children. In order to prevent these doors from being opened outside 
of school hours, a small sliding bolt has been attached to each of the 
doors. On the morning of January thirty-first, with a high pressure 
of steam on the boiler in the unprotected boiler room of the Gorman, 
it was found that this night bolt had either not been drawn for the day, 
or that a child had carelessly locked the door, preventing egress at one 
of three exits. This situation was also found in other buildings. 
These small bolts should be removed, so that it will not be possible for 
children, or for others ignorant of the danger involved, to lock the 
school doors w^hile school is in session. 




Windows which face upon and might easily render fire escapes 
useless. These windows are not glazed with a fire retarding (wire) 
glass. 



114 REPORT OF SCHOOL SURVEY 

The situations above named are not isolated cases, but merely 
typical of conditions commonly found. Unprotected wooden ceilings 
above overheated boilers were common. In most instances no effort 
had been made to separate boiler from fuel rooms or boiler room from 
the remainder of the basement. A carelessness in the storage of pa- 
pers and combustibles was evident in many places. 

All the non-fireproof school buildings of two or more stories 
should be immediately equipped with adequate fire escapes. The 
three-story structures have been so provided, but the lack of fireproof- 
ness demands the same protection in the two-story structures. The 
Webster, for example, has its stairways from the first to the second 
floor converging in a small area in the hall. The Scheffer, the Smith, 
the Rice, the Van Buren, and others, are without any fire escapes. In 
the construction of new fire escapes, it must be borne in mind that 
they may be rendered ineffective by windows opening upon or beneath 
the runs of the escape not properly glazed with fire glass. The long 
runs in the rear of the Franklin and the Jefferson might easily be ren- 
dered useless because of the lack of proper glazing of the windows 
facing the escapes. The entrance to the fire escapes on the third floor 
of the Hendricks cannot be too severely condemned. Children must 
ascend three steps at a very congested point before being able to reach 
the fire escape level. 

The standards for fire doors and partitions and exit lights and 
signs, as indicated on the detailed score card, should serve as the basis 
for the extensive alterations necessary in these particulars. Boiler 
rooms should, as far as possible, be made fireproof, and should be 
made entirely separate from the other parts of the basement. 



THE CARE OF SCHOOL BUILDINGS. 

The ideal method of cleaning a school building is by the vacuum 
cleaning process, which permits of a thorough cleaning of walls, desks, 
floors, and chalk-rails without raising of dust, and affords the oppor- 
tunity for cleaning during school hours. No school buildings in St. 
Paul are using this system, though the Humboldt High School has 
been equipped with the necessary piping. 

It was the combined judgment of the Survey Committee that 
most of the buildings were as well cleaned as could be expected, and 
that many of the janitors were very efficient workmen. In instances 
'*'■ was quite evident that much of the credit for the splendid condition 



CLEANING AND SANITATION 115 

in which some buildings were found was due to the insistence of the 
principals. The condition of some of the buildings was not what is 
to be desired. 

The practice of sweeping corridors and stairs during school hours 
seems particularly unfortunate. The lack of artificial lighting in the 
schools has made this necessary in the past. The absence of electric 
lights in the schools in this city, where the sun set at four o'clock on 
January twentieth, revealed some very pathetic situations; janitors 
groping in the dark endeavoring to put the finishing touches on their 
sweeping for the day, and even using the obsolete kerosene lantern 
in order to find the way to the heating plant. The feeble lights that 
were furnished in some of the buildings, as in the Franklin, were in- 
sufficient to permit of the best cleaning. Janitors should not be held 
responsible when an adequate equipment is not furnished them. The 
use of gas Hghting in a school building, except to supplement the elec- 
tric lighting in the main corridors, is inadvisable and inexpedient. 

Because of a suggestion from the State Fire Marshal, floor oil is 
no longer being applied to the school floors except in a few schools. 
The Franklin School was using the floor oil under special dispensationj 
If the order to discontinue the use of floor oil was given to the schools, 
it should have been made universal. When properly applied, floor 
oil can be of great value and productive of no danger whatsoever. 
Floors should first be mopped clean and allowed to dry thoroughly; 
then a very light coat of hot oil should be spread, after which all that 
has not been absorbed should be mopped up. The following table, 
showing the enormous difference in the number of dust particles col- 
lected from floors oiled and not oiled, is by Dr. Lambert. 

TABLE XXI. 

Effect of Treating Floors With Oil. 

Colonies of Bacteria 

Floors Floors 

Treated Not 

By Oil Treated 
Plates Exposed 

5 minutes in still air 7 

30 minutes in still air 2 12 

5 minutes during sweeping 38 456 

5 minutes just after sweeping 11 79 

5 minutes beginning 20 minutes after sweeping. 6 62 

5 minutes beginning 15 minutes after sweeping. 1 31 



116 REPORT OF SCHOOL SURVEY 

The salaries of janitors are apportioned according to the number 
of regular class-rooms found in the buildings, and no allowance is 
made for such rooms as the manual training and the domestic science 
rooms, gymnasium, and the like. This is manifestly unfair. It may 
be due to this that no uniform regulations for mopping, sweeping, 
using of sweeping compound, washing of windows, and the like, have 
been issued to the janitors. Some janitors having the additional 
rooms above mentioned would find it impossible to adhere to such 
regulations. A salary schedule on the basis of square feet of floor 
space, coupled with proper consideration of the playground and land- 
scape areas, would produce greater uniformity. 

The custom of having slight repairs in buildings and the changing 
of seats done by men of the repair department is costly. Principals 
should be free to call upon janitors for such work, and janitors should 
be provided with a proper work-room and sufficient tools for this pur- 
pose. The excessive cost of having small repairs made by any other 
workman is prohibitive, and prevents the employment of the regular 
repair men in the bigger alteration jobs of which there are enough in 
the St. Paul schools to keep the present force busily employed for a 
long period. 

Conditions in many school buildings suggest the necessity for 
more adequate training of janitors, and for more definite regulations 
with respect to the work which they are required to do. The rules 
at present in force with respect to the duties of janitors are in many 
cases vague, especially with reference to the frequency with which 
certain work shall be done. 

Such situations as are described in the following illustrations 
emphasize some of the needs in this field : 

1. In a relatively new building the white walls of lavatories 
were streaked with dirt brought in by melting snow, which should 
have been removed by the jaitor. In this building walls were 
smeared, floors dirty, and toilet rooms unclean. 

2. In another building the feather duster was being used. The 
janitor stated that he did not have time to use oiled cloths. It may 
be noted in passing that the medical inspection department reports 
twenty-eight buildings in which the feather duster is being used. 

3. A bushel basket is the only means furnished in another build- 
ing for the removal of ashes, which must be carried up sixteen steps 
to the outside of the building, and then ten feet farther, where they 
are stored for a month. No ash cans are furnished. Metal ash cans 
and ash hoists should be provided for every building. Without this 
equipment a janitor must waste much of his time and energy. 



CLEANING AND SANITATION H"^ 

4. In a very modern school no arrangement has been made for 
janitor's quarters. In most school buildings the janitor's quarters 
were inadequate. The janitors are entitled to a small room, properly- 
equipped both with respect to the variety of duties which he should 
perform and with regard to his long hours of service. 

5. On February first, with the thermometer sixteen degrees be- 
low zero, children who came to school in the morning had to be sent 
home because no coal had been provided for the day. Coal bins in all 
buildings should be large enough to hold a carload. 

The Survey Committee is of the impression that one of the best 
investments that can be made in St. Paul is in instructional service 
for janitors. Classes should be arranged whereby janitors are taught 
all the details of their work. Men who wish to qualify as janitors 
should be allowed to enter these classes. The requirements for ad- 
mission to the civil service examinations should include a certain 
number of weeks of this kind of instruction. Some of the time of 
the long summer vacation can be well utilized for this purpose, since 
during the ten weeks of summer vacation the majority of janitors have 
work which only keeps them employed, together with their allowed 
vacation of two weeks, for a six weeks' period. The other qualifica- 
tions for janitorial service should also be definitely stated by the civil 
service board so that only men of proper temperament and adaptabil- 
ity may enter this highly important service. An age limit should also 
be set upon this service, since an enfeebled though otherwise compe- 
tent janitor should not be burdened with the responsibility of hun- 
dreds of lives. 



TOILET FACILITIES IN ELEMENTARY SCHOOLS. 

It is important that toilet facilities be well lighted, well ventil- 
ated and properly located with respect to availability. It is very de- 
sirable to have them so placed so as to admit a maximum of sunshine 
and light. In addition to the larger part of the equipment generally 
placed in the basement or ground floor, each other floor should 
be provided with emergency toilets. Separate toilets should be pro- 
vided for kindergarten children, and placed in a room adjacent to the 
kindergarten room. Offices, teachers' rooms, auditoriums, gymna- 
siums, dressing rooms, and janitors' quarters should be equipped with 
toilet conveniences. 



»* 



118 REPORT OP SCHOOL SURVEY 

The fixtures should include porcelain seats of the open type with 
individual automatic flush ; urinal stalls with sides and backs of 
non-absorbent material, backs of stalls inclining forward toward the 
bottom and receiving a cleansing spray evenly distributed across the 
top. Fixtures should vary in height according to the size of the chil- 
dren, and be separated on that basis. 

Adequate provision of toilet facilities requires one seat for each 
25 boys, one urinal stall for each 20 boys, and one seat for each 15 
girls. They should be so arranged as to avoid obstructing the light, 
to which end the fixtures can best be placed in single rows along the 
walls. For convenience in repair all plumbing should be exposed. 

Non-communicating soundproof walls should be provided be- 
tween adjoining rooms to be used for the two sexes. Seclusion and 
privacy should be provided and maintained. In some basements, 
notably in the case of the Hendricks School, very little judgment was 
shown in the kinds of partitions used separating the boys' section of 
the basement from the girls. The proper arrangement will provide 
for the complete segregation of the sexes and the utmost seclusion. 

The serious problem of ventilation of toilet rooms can best be 
solved by separate stacks, ducts and fans for that purpose. The 
walls, floor and fixtures should be of non-absorbent, non-corrosive 
damp-proof material, capable of being flushed out with the hose from 
the ceiling to the floor. Tile or cement overlaid with hard asphaltum 
forms the best type of floor; walls and ceiling should be white with 
non-absorbent finish. Throughout the city the toilet rooms are lo- 
cated in deep basement rooms with but little, if any, sunshine and 
extremely poor light. As a rule, the walls of the rooms are the un- 
finished foundation walls treated with a generous coating of white- 
wash. Partitions and doors are of rough wood white-washed. The 
stalls are frequently in double rows in the center of the room cutting 
off what light would otherwise reach the farther side. No emergency 
toilets or toilets for kindergarten use are provided on other floors. 
The teachers are provided with separate toilet facilities in but a 
very small number of buildings. A separate toilet is not provided for 
janitors or workmen in any building. 

The type of fixtures installed in the St. Paul schools is in general 
satisfactory. The seats are individual with automatic flush, but un- 
fortunately of uniform height. The urinals used are of standard 
variety, but are set in cement floors, which are in many cases stained 
and in some instances foul-smelling and unclean. 

Lavatories are insufficient in number and useless because no pa- 
per toweling, soap, or hot water is provided. Toilet paper is dis- 



CLEANING AND SANITATION 119 

pensed from a single roller, which at the rest hour is entirely insuffi- 
cient, children often going to the toilet without being supplied rather 
than waiting their turn at the single dispenser. In many toilet rooms 
the supply was found to be exhausted. 

A study of Table XVII will reveal the fact that no standard of 
sufficiency has been observed in the distribution of toilet facilities in 
the various buildings. It will be noted that in the Dean there are but 
six boys to each toilet seat, while in the Crowley there are sixty-five. 
For urinals the range is from nine to seventy-eight boys per urinal, 
and for girls' toilets a variation of from two in the Logan to thirty-five 
girls per seat in the Douglas. 



TABLE XVII. 

Sufficiency of Toilet Acconiniodations. 

Per Cent of 
Sufficiency 

21 to 30 

31 to 40 

41 to 50 

51 to 60 

61 to 70 

71 to 80 

81 to 90 

91 to 100 

101 to 125 

126 to 150 

151 to 200 

Over 200 

Standard of sufficiency — 1 toilet for each 25 boys. 

1 urinal for each 20 boys. 
1 toilet for each 15 girls. 

With few exceptions the toilet rooms were as clean and as well 
kept as location and conditions will permit. Noteworthy exceptions 
were in the Jefiferson, Douglas, Monroe, Maxfield, Lincoln, and Ames 
(old and new). These buildings scored very low on sanitation in 
toilets. 

Ventilation by means of the windows was the only method possi- 



Boys' Toilet 






Girls' Toilet 


Seats 


Boyi 


3' Urinals 


Seats 







2 





1 















1 


1 







3 


1 


5 




4 


3 


7 




4 


6 


6 




8 


4 


3 




8 


7 


10 




7 


13 


9 




8 


11 


4 




6 


4 


7 




1 


2 



130 REPORT OF SCHOOL SURVEY 

ble in toilet rooms, and that was not resorted to because of the cold 
weather. As a result, the air from the toilets penetrated to all parts of 
the building. In some instances it was actually forced into the class- 
rooms by fans. In the Lincoln School the fans were running at full 
speed, with the doors to the fresh-air intake closed and barred. The 
suction created by the fans drew the foul air from the basement and 
toilet rooms and forced it in turn to the children in the class-rooms. 



WATER SUPPLY. 
1. Drinking Facilities. 

The passing of the community drinking cup from the public 
schools did not mean that drinking was to be discouraged or neg- 
lected. On the contrary, children should be encouraged by every 
possible inducement to drink freely and often and at the same time 
with a positive guarantee against contagion. 

The drinking fountain, wisely selected and properly located, is 
our best solution of the problem. By a wise selection is meant select- 
ing a type of fountain which is so designed that the child cannot while 
drinking place his lips in contact with any part of the mechanism 
directly connected with the jet of water. By proper location is meant 
that fountains should be so placed as to be easy of access. They 
should be on each floor of the building at points frequently passed by 
many students and upon the playground. 

St. Paul's school 'buildings are very poorly equipped with drink- 
ing fountains. In many of the buildings no drinking facilities of any 
kind are provided. At common wash basin faucets in the toilet 
rooms, either individual cups owned by the students are generously 
passed around, or the children drink by placing their heads in the 
wash bowls with their mouths over the faucet. 

It will be noted that in eleven buildings housing 4,371 children, 
17.6^ of the entire enrollment, no drinking facilities are provided. 
This is a condition unparalleled in any city comparable with St. Paul 
from which similar data are available. Table XVIII shows the rela- 
tive standing of three cities. Immediate st<:ps should be taken to 
remedy this intolerable condition. 



SALT LAKE 


DENVER 


No. of Per Cent 


No. of 


Per Cent 


Bldgs. ofBldg-s. 


Bldgs. 


of Bldgs. 


2 6.6 


3 


6.2 


3 10.0 


12 


22.2 


11 36.6 


23 


40.6 


9 30 


5 


9.2 


3 10 


2 


3.6 





5 


9.2 


2 6.6 


5 


9.2 



WATER SUPPLY 121 



TABLE XVIIL 

Comparison of the Drinking Facilities of St. Paul Elementary Schools 
With Those of Salt Lake City and Denver. 

ST. PAUL 
No. of Chil- 
dren Per No. of Per Cent 
Fountain Bldgs. of Bldgs. 
Less than 25... 

50 to 49 9 16.6 

50 to 74 9 16.6 

75 to 99 3 6.2 

100 to 124 5 9.2 

125 to 149 1 1.8 

150 or over 15 27.7 

No. of buildings 
with no drink- 
ing fountains. 12 22.2 



Per cent of children 
without drinking 
fountains 17.6 00. 00. 

Per cent of build- 
ings, standard or 
above 33.2 53.2 69.0 

Per cent of build- 
ings below stand- 
ard 67.1 46.6 31.2 

In buildings in which drinking fountains have been more or less 
adequately supplied, the selection has not been wise, nor the location 
satisfactory. The type of fountain most commonly found is one from 
which a child can scarcely drink without touching his lips to the out- 
let. A number of principals reported that, as used, the drinking foun- 
tains were no more sanitary than the community drinking cup, and 
that they had the distinct disadvantage of being more often out of re- 
pair. The fountains are frequently located in the toilet rooms of the 



122 REPORT OF SCHOOL SURVEY 

basement, without regard to the convenience of the children, nor 
other potent considerations. Toilet rooms at their best are no fit place 
for drinking fountains. 

Apparently no standard has been recognized in determining the 
number of pupils per fountain. The table given above shows the ex- 
treme variation. There should be one jet for about fifty pupils, or at 
most one for seventy-five pupils. They should also be graduated in 
height for the pupils who are to use them. No such precaution has 
been taken in St. Paul, and as a result the younger children cannot 
drink comfortably if at all from them. 



2. Washing and Bathing. 

The installation of washing and bathing facilities in public schools 
is no longer an experiment. Wash bowls and shower baths have come 
to be recognized as standard equipment. Early experiments in Amer- 
ican public schools along this line were in buildings in the poorer quar- 
ters of our cities where homes did not provide properly for such needs. 
It soon became evident that the school was not to be looked upon as 
a charity provided for the unfortunate. Children and parents of 
greatly varying economic status demanded bathing facilities, and 
school baths have come to be recognized as standard equipment in 
modern school buildings. 

In addition to an adequate number of wash bowls with hot and 
cold water and a generous supply of soap and paper toweling, every 
new building and all of the better class of existing buildings that are 
to be used for any considerable period of years should have two 
shower rooms, one for boys and one for girls. The latter should be 
equipped with individual showers and dressing booths for the older 
girls. Tub baths should be provided for the kindergarten children 
only. For tleanliness and sanitation the shower is the most satisfac- 
tory and the most economical. In schools large enough to justify the 
outlay, where the number of pupils served is great enough to make 
the cost per pupil sufficiently low, the swimming pool serves the addi- 
tional end of providing the means for teaching all children to swim, — 
an art which at some time in the lives of many may serve a more vital 
purpose than the knowledge of how to extract cube-root or recite all 
the dates of history. We spend money freely for the latter; might 
we not spend it as freely and with a greater assurance of a tangible re- 



WATER SUPPLY 123 

ward for the former? The swimming pool also provides opportunity 
for wider use of the school plant. It should at regular and stated 
times be open to the community. 

Almost without exception the number of wash bowls in St. Paul's 
school buildings is inadequate, and the usefulness of those provided is 
reduced to a minimum by the fact that neither soap, toweling, nor 
warm water is supplied. In consequence, children do not wash re- 
gardless of the amount of perspiration, bodily dirt and grime that is 
collected by them in the course of a day of work and play. It was 
observed that when in rare instances of extremity or because of home 
training a child did use the cold water he had to dry his face and 
hands on articles of his clothing or upon toilet paper. It was a fre- 
quent complaint of janitors that they could not keep the toilet rooms 
supplied with toilet paper for the reason that some of the children 
used it to dry their faces and hands. In many class-rooms ingenious 
teachers kept tin wash basins of water on the radiators for emergency 
use in case of accidents, or for their own personal use. 

Shower baths were found in but two of the elementary buildings, 
and a swimming pool in but one. These conditions should be cor- 
rected immediately. The score of the elementary school buildings 
shows that water supply is one of the lowest items on the score. A 
comparison of this figure with the same items for high school build- 
ings will reveal a gross injustice and neglect of 23,000 elementary 
school children as against a fair recognition of the needs of 3,833 high 
school students. 



THE ELEMENTARY CLASS-ROOMS. 

The ideal class-room for the elementary classes is a room varying 
from 23x28 to 24x32 feet, with a height of 12 feet. Such a room 
should accommodate not more than 40 children. Larger rooms offer 
constant temptations to administrators to overload teachers with 
classes of more than 40 children. In larger groups a child suffers un- 
der the handicap of receiving very little instruction and being merely 
a part of a large recitative machine. The elementary class-rooms of 
St, Paul, distributed both by areas and cubiture, are shown in Tables 
XIX and XX. Four hundred and eighty-nine rooms have been con- 
sidered in this distribution. 



124 REPORT OF SCHOOL SURVEY 



TABLE XIX. 



Class-Room Areas. 



Square Ft. No. of Rooms 

550 and below 3 

551 to 600 6 

601 to 650 10 

651 to 700 23 

701 to 750 60 

751 to 800 104 

801 to 850 115 

851 to 900 69 

901 to 950 65 

951 to 1,000 8 

1,001 to 1,050 1 

1,051 to 1,100 2 

1,101 to 1,150 1 

1,151 to 1,200 3 

1,201 to 1,250 

1,251 to 1,300 

1,301 to 1,350 

1,351 to 1,400 

1,401 to 1,450 20 



489 



Median 840 sq. ft. 

Standard 616 to 768 sq. ft. 

Below standard 12 rooms or 2.5^ 

Standard 132 " " 27.0% 

Above standard 345 '" "' 70.4% 



SIZE OF CLASS ROOMS 125 

TABLE XX. 
Class-Room Cubical Contents. 

Cubic Feet No. of Rooms 

8.000 and below 8 

8.001 to 9,000 50 

9,001 to 10,000 118 

10,001 to 11,000 9-4 

11,001 to 12,000 131 

12,001 to 13,000 43 

13,001 to 14,000 15 

14,001 to 15,000 7 

15,001 to 16,000 1 

16,001 to 17,000 2 

17,001 to 18,000 

18,001 to 19,000 

19,001 to 20,000 

20,001 to 21,000 20 

489 

Median 10,700 cubic feet 

Standard 7,392 to 9,984 cubic feet 

Below standard 6 rooms or 1.2^ 

Standard 135 " " 27.4% 

Above standard 348 " " 71.2% 

It will be seen that the median number of square feet of class- 
room area is considerably above the maximum of 768. In other 
words, more than half of the elementary class-rooms have consider- 
ably more floor area than is necessary to provide for the maximum 
number of 40 children that should be allowed to register in any ele- 
mentary class. The 20 class-rooms ranging from 1,401 to 1,450 square 
feet are in the old Van Buren structure. It should be borne in mind 
that many children cannot read instructions or class work written on 
the front blackboards when seated at a distance of more than thirty 
feet. Rooms wider than 24 feet do not permit of adequate ilghting 
of the blackboard area opposite the windows in a properly uni-later- 
ally lighted room, unless lighted from overhead as in the Finch build- 
ing. All of these class-rooms which have floor areas above 768 square 



126 REPORT OF SCHOOL SURVEY 

feet added considerably to the required cost of construction, and also 
increase the cost of maintenance and repairs. 

St. Paul will find that rooms 23.3x28.3, as are planned for the new 
Diew building, will be suitable for all purposes, while no rooms 
should be larger than the 24x32 maximum. The 27' 2"x32' Y^' rooms 
for the new Finch and Lindeke Schools are unnecessarily large, 
though the saw-tooth roof lighting arrangement provides splendid 
light. The State requirement is eighteen square feet of floor area per 
child. In a city like St. Paul, where the very severe winters require 
a maximum of expenditure for heating purposes, it seems unwise to 
provide more than the state requirement of 216 cubic feet of air space 
per child, or 8,640 cubic feet for forty children. The situation in St. 
Paul at present is such that 88^ of the class-rooms exceed this re- 
quirement. The median number of cubic feet for the 489 class-rooms 
included in the total is 10,700 or 2,060 cubic feet above the state re- 
quirement, and 1,484 cubic feet more than the contents of a maximum 
sized room 24x32x12. The twenty Van Buren class-rooms more 
than double the required amount. 



THE COST OF HEATING THE ELEMENTARY SCHOOLS. 

The great over-supply of class-room cubage is responsible for the 
high cost of heating the St. Paul schools. Present day architects 
claim that only 32^ of the space in a building should be devoted to 
corridors, stairways, and the like, the remaining 68^ being utilized 
for actual teaching operations. In the Van Buren, the Sibley, the 
Cleveland, and similar structures, the large rambling corridors occupy 
more than their just share of the buildings. This feature, added to 
the excessively large rooms, requires that the school authorities heat 
much space which does not contribute in the sligh<"est degree to the 
success of the educational program. The cost of heating all this extra 
space over a period of years is surely not a negligible item, and should 
be given full consideration in all future planning for the St. Paul sys- 
tem. 

The fuel costs for all the elementary buildings covering a period 
of four years have been determined on three different bases, — the cost 
of heating 1„000 cubic feet of class-rooms, the cost of heating using 
the class-room as a unit, and the cost of heating using the child in 
average daily attendance as a unit. These distributions may be seen 
in Table XXI. 



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130 



REPORT OF SCHOOL SURVEY 



THE LIGHTING OF CLASS-ROOMS. 

The modern class-room admits light only from one side so that it 
enters the room at the left of the pupils as they are seated at their 
desks. Figure I represents a class-room properly lighted. 




The windows should be banked and separated by mullions not 
more than twelve inches wide. The windows should begin at the 



LIGHTING 



131 



rear of the room and run up to within seven feet of the front wall. 
These seven feet of wall are left so as not to defeat the very purpose 
of unilateral lighting, namely, to prevent children and teacher from sit- 
ting facing any light. The windows should extend from a distance of 
2>y2 to 4 feet from the floor up to the ceiling. This arrangement as- 
sures proper lighting of the further side of the room. 

TABLE XXII. 



Schools 



S 

o 

o >> 



op 6 ? 

1. Adams 2 9 

2. Ames 9 

3. Baker 2 8 

4. Cleveland 10 6 

5. Crowley 9 11 

6. Davis 8 

7. Deane 

8. Douglas , 12 

9. Drew 8 

10. Ericsson 5 11 

11. Franklin 6 12 

12. Galtier 13 

13. Garfield 8 

14. Gordon 8 

15. Gorman 1 8 

16. Grant 8 

17. Hancock 2 16 

18. Harrison 7 

19. Hawthorne 8 

20. Hendricks 12 

21. Hill 16 

22. Homecroft 3 

23. Irving 3 8 

24. Jackson 6 






o ? 



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132 



REPORT OF SCHOOL SURVEY 



TABtE XXli— Continued. 



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Schools o^ ors 

to 3 m g 

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o o o o 

25. Jefferson 18 

26. Lafayette 4 5 

27. Lincoln 4 11 

28. Logan 

29. Longfellow 2 14 

30. McClellan 1 

31. McKinley 8 5 

32. Madison 10 11 

33. Mattocks 1 

34. Maxfield 1 8 

35. Monroe 4 8 

36. Mound Park 16 

37. Murray 1 8 

38. Neill 1 1 

39. Phalen Park 8 9 

40. Quincy 

41. Ramsey 5 7 

42. Randolph 6 2 

43. Rice 11 

44. Scheffer 8 

45. Sheridan 4 

46. Sibley 2 11 

47. Smith 1 8 

48. Taylor 2 

49. Tilden 8 

50. Van Buren 2 15 

51. Webster 11 

52. Whittier ,0 12 

.53. Riverside Annex. . .. 

54. Washington 5 4 



.yj^ 



157 381 



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LIGHTING 



133 



Of St. Paul's elementary class-rooms, 157 are lighted from the left 
only, and thus approach the standard. None of these, even those in 
the new Ames included, is constructed with the seven-foot wall at the 
front. Three hundred and eighty-one rooms are lighted from the left 
and rear. This means that three hundred and eighty-one teachers are 
constantly required to directly face the light. With the intensely 
bright light reflected by the snow during a long part of St. Paul's win- 
ter season, this situation must be intolerable. It necessarily means 
that the shades are frequently drawn, thus depriving many children 
of the amount of light which is their right. 

Forty-three rooms are lighted partly from the front, thus causing 
the children to suffer from the direct glare of light. Table XXIII 
shows a comparison on this basis between the St. Paul, Denver, and 
Salt Lake schools. It will be noted that St. Paul's situation is not as 
good as that found by Dr. Lewis M. Terman in his surveys of the 
building situation in the last two cities. 



TABLE XXIII. 

Comparison of Lighting in Three Cities. 

Denver Salt Lake St. Paul 

LIGHTED FROM LEFT ONLY 373 96 157 

Lighted from left and rear 220 250 381 

Lighted from right and rear 35 3 6 

Lighted from right only 6 2 1 

Lighted from rear only 2 1 1 

Lighted partly from in front 12 39 43 

Lighted from three sides 8 46 21 

Lighted from four sides 2 

Lighted from left and right 3 20 

With more than y^ light from rear 120 68 

Lighted from overhead ... 6 

The requirement of the Minnesota Department of Education is 
that in each class-room the window area should equal at least 20^ 
of the floor area of elementary class-rooms. The plans of no new 
buildings are passed which do not meet this minimum. Of 518 class- 
rooms in St. Paul, 348, or 67%, have less than the required glass area. 
The number and percentage of rooms representing conditions varying 
from this standard are given in Table XXIV. 



134 REPORT OF SCHOOL SURVEY 

TABLE XXIV. 
Relationship of Window Area to Floor Space Distributed By Rooms. 



Window Area 


Number 


Per Cent 


to 


of 


of 


Floor Space 


Rooms 


Rooms 


5% 


2 


.4 


6% 


5 


1.0 


7% 


8 


1.5 


8% 


7 


1.4 


9% 


5 


1.0 


10% 


21 


4.1 


11% 


9 


1.7 


12% 


18 


3.3 


13% 


19 


3.7 


14% 


38 


7.4 


15% 


55 


10.6 


16% 


44 


8.5 


17% 


28 


5.4 


18% 


43 


8.3 


19% 


46 


8.9 


20% 


32 


6.2 


21% 


39 


7.5 


22% 


14 


2.8 


• 23% 


23 


4.4 


24% 


17 


3.3 


25% 


12 


2.3 


26% 


6 


1.2 


27% 


7 


1.4 


28% 


3 


.6 


29% 


3 


.6 


30% 


4 


.8 


31% 





.0 


32% 


3 


.6 


33% 


7 


1.4 



Total number of rooms listed 518 

Total number of rooms with less than 20% window area to 

floor space 348 

Percentage of rooms with less than 20% window area to floor 

space 67.2 



LIGHTING 



135 



From Table XXV it will be seen that the Van Buren, Franklin, 
Jackson, Lafayette, Webster, Monroe, and Sibley fall farthest short 
of meeting the State requirement of relationship between window and 
floor areas. 

TABLE XXV. 

Window Area to Floor Space Expressed in Percentages Distributed 

By Schools. 



Schools 



Highest 
Percentage 
in Any Room 



Median 
Percentage 
in Building 



Lowest 

Percentage 

in Any Room 



Adams 23 

Ames 26 

Baker 24 

Cleveland 18 

Davis 27 

Deane 21 

Douglas 24 

Drew 21 

Ericsson 28 

Franklin 19 

Galtier 20 

Garfield 19 

Gordon 15 

Gorman 18 

Grant 25 

Hancock 19 

Harrison 27 

Hawthorne 25 

Hendricks 21 

Hill 18 

Irving 21 

Jackson 19 

Jefferson 19 

Lafayette 14 

Lincoln 20 

Longfellow 33 

McCiellan 24 

McKinley 19 



16 
24 
19 
13 
23 
21 
20 
20 
18 
10 
14 
16 
15 
18 
21 
16 
25 
24 
17 
16 
19 
11 
14 
11 
15 
27 
24 
17 



13 
24 
10 
11 
19 
21 
17 
20 
15 

6 
14 
16 
15 
16 
18 
16 
23 
23 
15 
15 
13 

7 
12 

7 
10 
19 
17 
14 



136 REPORT OF SCHOOL SURVEY 

TABLE XXV— Continued. 

Window Area to Floor Space Expressed in Percentages Distributed 

By Schools. 

Highest Median Lowest 

Schools Percentage Percentage Percentage 

in Any Room in Building in Any Room 

Madison 29 20 14 

Maxfield 18 18 18 

Monroe 23 16 9 

Mound Park 23 21 20 

Murray 33 25 15 

Neill 20 16 14 

Phalen Park 19 17 14 

Ramsey 24 20 13 

Rice 21 17 15 

Sibley 30 20 9 

Smith 24 19 12 

Tilden 16 16 16 

Van Buren 10 8 5 

Webster 22 16 8 

Whittier 19 19 17 

The light in the class-rooms was further tested with the aid of the 
Macbeth Illuminometer, one of the highest grade and most scientific 
photometric devices used for this purpose. Readings were mad6 in 
ten elementary buildings and the Central High School. A tremen- 
dous variation in the amount of light was shown. It was necessary 
to make these readings after St. Paul had experienced its heaviest 
snowstorm in twenty or more years, with the result that the intense 
reflection of light from the snow, coupled with a very bright sunlight, 
gave the maximum amount of natural light admitted to these class- 
rooms during the year. Even under such extraordinary conditions, 
the number of foot candles in some cases did not equal the minimum 
allowable of nine-foot candles. Measurements were most frequently 
taken without making any changes in the arrangements of the shades. 
In a few cases the shades were rolled entirely up to obtain a second 
measurement. Measurements taken on extremely cloudy days and in 
the autumn and spring, when no snow is on the ground, would fall 

much lower than those in Table XXVI. This table includes only 
those measurements made at the darkest desk in each room, though 
two other readings were made in each room. 



LIGHTING 



137 



TABLE XXVI. 

Illuminometer Tests on the Darkest Desks of 62 Class-Rooms and in 
7 Other Rooms and Halls. 

January 26, 1917. 









Final Reading 










(Minimum 


Name of 


No. of 


Time of 


Weather Permissible 


School 


Room 


Day 


Conditions 


Is 9 Ft. 
Candles) 


Neill 


.. 3 


9:30 A.M.) 


Haze and bright 


3. 




7 


9 :45 A. M.) 


Snow; slightly 


7.7 




6 


9:55 A.M.) 


cloudy 


12.5 




Hall 


9:59 A.M.) 




4.1 




1 


10:03 A.M. 


Full sun 


42.7 


Webster .. . 


. . 14 


10:35 A.M.) 


Quite bright 


10.6 




12 


10:45 A.M.) 


and full sun 


19.4 




11 


10:49 A.M.) 


on snow 


6.5 




5 


11:00 A.M. 




14.4 




8 


11:05 A.M. 




17.3 


Hill 


.. 5 


11 :43 A. M. 


Slightly cloudy 


26.4 




6 


11:58 A.M. 


28.8 




10 


12:15 P.M. 


Cloudy 


24 




Office 


12:20 P.M. 


it 


21.6 


Gordon .... 


.. 2 


2 :40 P. M. 

2:47 P.M. 


Sun on snow 

a a i( 


8.4 




5 


14.4 




3 


2 :52 P. M. . 


11 II It 


15.4 




6 


3:00 P.M. 


^1 U U tt 


15.6 




7 


3:05 P.M. 


€t tt tt 


12.7 


Central High 










School . . . 


. . 44 


1:10 P.M. 


Slight haze ; snow 30 




38 


1:15 P.M. 


No sun ; snow 


27.8 




32 


1 :20 P. M. 


(( (( <( 


22.1 




28 


1:30 P.M. 


Faint sun; snow 


40.8 




39 


1 :45 P. M. 


II « 


96.6 




43 


2 :00 P. M. 


Bright sun 


38.4 




Library 


2:10 P.M. 


« « 


7.2 




92 


2:20 P.M. 


« 11 


13.3 




92 


2:22 P.M. 


(f (( 


46.9 



138 



REPORT OF SCHOOL SURVEY 



TABLE XXVI— Continued. 

January 26, 1917. 









Final Reading 








(Minimum 


Name of No. of 


Time of 


Weather 


- Permissible 


School Room 


Day 


Conditions 


Is 9 Ft. 


Central High 






Candles) 


School 82 


2:45 P.M. 


Bright sun 


55 


76 


2:55 P.M. 


ft « 


64.8 


85 


3 :00 P. M. 


Direct sun 


39.6 



January 30, 1917. 



Longfellow . 


. 13 


3:35 P.M. 


Low sun ; snow 


10.1 






12 


3 :45 P. M. 


tt (( « 


10.4 






5 


3:51P.M. 


<< <( (( 


9.1 






7 


3:53 P.M. 


Slightly cloudy 


20.2 






4 


3:57 P.M. 


Low sun ; snow 


9.1 






3 


4:00 P.M. 


Sundown 


14.4 






10 


4:05 P.M. 


ti 


15.6 




Franklin 


. 3 


2 :48 P. M. 


Snowing; dull 


.98 






3 


3:00 P.M. 


a <( 


2.8 
Average 


desk 




4 


3:06 P.M. 


cc te 


.41 






16 


3:20 P.M. 


U li 


1.65 
Teacher's 


desk 




10 


2:10 P.M. 




1.25 






10 


2:14 P.M. 




.66 

Teacher's 


desk 




8 


2:18 P.M. 


Artificial light 


3.36 






9 


2:30 P.M. 


Snowing; dull 


.46 






5 


2 :40 P. M. 


Artificial light 


1. 






5 


2 :45 P. M. 


Snowing; dull 


.8 




Monroe . . . . 


. 6 


12:55 P.M. 


<( « 


2.8 






6 


1:00 P.M. 


i( <( 


7.2 






7 


1:05 P.M. 


(( 11 


4.3 






4 


1:13 P.M. 


cc cc 


2.2 






8 


1:18 P.M. 


(C cc 


5.7 






13 


1:28 P.M. 


cc cc 

March, 1917. 


2.6 




Douglas 


. 5 


11:40 A.M. 


Dull snow 


18 






4 


11:45 A.M. 


« (( 


16.6 





* All of the readings made on this date are recorded here. 



LIGHTING 



139 



TABLE XXVI— Continued. 















Final Reading 














(Minimum 


Name of 


No. of 


Time 


of 


We 


ather 


Permissible 


School 


Roam 


Day 


Conditions 


Is 9 Ft. 














Candles) 






January 


30, 1917. 




Douglas 


.. 4 


11 :45 A, 


.M. 


Dull 


snow 


16.4 




2 


11:50 A 


.M. 


(( 


« 


12.2 




2 


11:50 A 


.M. 


« 


« 


11.7 




Boys' 














toilet 


12 :00 M 




<i 


« 


.306 




<( 


12:00M 


_, 


« 


« 


.05 


Hendricks . 


... 2 


1:10P 


.M. 


<( 


<( 


12.2 




2 


« 


« 


« 


« 


16.6 




3 


1:15 


<< 


« 


(( 


7.2 




3 


<( 


<( 


<( 


« 


11.2 




6 


1:20 


(( 


« 


(( 


15.9 




6 


<( 


<< 


<( 


« 


13. 




6 


« 


(( 


« 


« 


16.4 




5 


1:30 


(( 


<( 


<< 


6.4 




(( 


« 


« 


« 


(1 


7.3 




(( 


(( 


<( 


<( 


« 


15.9 




<( 


« 


« 


<( 


« 


57.3 




12 


1:30 


« 


« 


« 


6.9 




« 


« 


« 


(( 


« 


7.2 




« 


« 


« 


« 


« 


15.9 




« 


« 


« 


<< 


(< 


57.2 




10 


1:40 


(( 


« 


« 


34.3 




« 


« 


« 


« 


« 


3.1 




« 


« 


« 


« 


« 


8.2 




(( 


«( 


« 


« 


« 


18.7 




Cloak 














room 


<< 


« 


« 


(( 


.12 


1 


9 


1:46 


(< 


<( 


« 


7.8 




9 


« 


« 


« 


« 


8.8 




9 


(( 


« 


« 


« 


18.2 



Cloak 
room 
Extra 
room 



1.49 



1:50 



2.6 

6. 

1.2 

.34 



140 EEPOKT OF SCHOOL SURVEY 

Of the 158 measurements made in all buildings, 43 fell below the 
nine foot candles minimum standard. The distribution of the meas- 
urements is given in Table XXVII. * 



TABLE XXVII. 



Illumination in St. Paul Schools. 



Results of 158 Photometric Readings in 69 class-rooms, corridors 
and other rooms. 



No. tests showing between feet and 3 feet candles 22 

<< ii (c II Q " " Q " " 21 

9 " " 25 " " 50 

" " " over 25 " " 65 

Permissible minimum number of foot candles 9 



Until the present administration installed electric lights in some 
of the elementary buildings, the great majority of the class-rooms 
were without adequate artificial light. Very few factories and stores 
would attempt to get along without electric light. School work re- 
quires most careful provision for lighting, unless eyes are to be seri- 
ously strained. In the more recent schools, such as the Ames, very 
little consideration has been given this important factor of school effi- 
ciency. The lights are installed, but are not sufficient nor properly 
located. The plans of the new Drew School show that its class-room 
electric lights will not be properly placed. Figure II shows a satis- 
factory arrangement of electric lights. 

The effect of the insufficiency or total lack of artificial illumina- 
tion upon the work of the class-room was indicated by remarks from 
various teachers, who said that frequently, on dark afternoons, chil- 
dren were compelled to cease all work because of insufficient light. 



LIGHTING 



141 






-^ 



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V 








COLOR SCHEME OF CLASS-ROOMS. 



The selection of the proper colors in the decoration of class-rooms 
is a matter of first importance. Colors are too often chosen with the 
decorative effect only in mind. Dark buff and dark green are colors 
frequently found in St. Paul's class-rooms. Both colors are darker 
than desirable, especially the green. Tinting throughout a building 



142 REPORT OF SCHOOL SURVEY 

has also been uniform with little regard for the orientation of the 
room. 

The lighter and most delicate shades of yellow or gray are most 
desirable for the class-room. The large percentage of wall space de- 
voted to blackboards causes a great loss of Hght; hence these Hght 
colors with light-colored woods used for the furniture and the wood- 
work will secure the greatest diffusion of light and produce the great- 
est eye comfort among the children. It will be noted that the score 
card recommends light buff or very light green or gray for the side 
walls, and and white or extremely light cream for the ceilings. 

The following buildings are rated for the color scheme of class- 
rooms at 25% or less of the possible number of points: Ames, Crow- 
ley, Davis, Irving, Lafayette, Maxfield, and Webster. The buildings 
rating from 26-50% of the possible maximum of ten points are the 
Adams, Edison, Franklin, Gorman, Hawthorne, Longfellow, Madison, 
Monroe, Murray, Rice, and Sibley. These buildings should receive 
the immediate attention of the repair department. Changes should be 
made in conformance with the standards established by the score card 
in this very important item of schoolhouse hygiene. 

SHADES. 

The class-room shades should be of a buff or light sage color, and 
should be adjustable from the centre of the window. The shades used 
in St. Paul are of all kinds and in all conditions. The building and 
supply department should be instructed to spend time and money in 
bringing all class-room shades up to the standard. 



BLACKBOARDS. 

The widths of blackboards desirable for the various grades, and 
the heights of the chalk-rails from the floor, are given in the score 
card. No effort of any kind has been made to arrange the black- 
boards so as to make the entire surfaces usable nor to fit them to the 
heights of children. 

In the Hancock, Cleveland, Davis, McKinley, and Sibley Schools, 
the blackboards in each grade are all above any standard height, while 
the Cleveland, Davis, Garfield, Hendricks, and Whittier Schools have 
all blackboards of the same height for all grades. Seventy-eight per 
cent of the blackboards in the city are too high. Table XXVIII in- 
cludes all blackboards in the elementary schools. 



LIGHTING 143 










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Heights 


31.6 


31.5 


38 


21 


31.4 


31.7 


40 


24 


31.8 


32.2 


40 


24 


31.3 


32.6 


41 


24 


32.3 


32.6 


42 


24 


32.6 


32.9 


43 


37 


32.6 


32.3 


44 


26 


32.9 


33.1 


43 


26 


33.1 


33.0 


40 


26 



144 REPORT OF SCHOOL SURVEY 

TABLE XXIX. 

Heights of St. Paul's Blackboards. 

Grades 

Kindergarten 31.6 

1st 

2nd 

3rd 

4th 

6th 

6th 

7th 

8th 

Heights are given in inches. 

The sHght difference in median and average heights between kin- 
dergarten and the eighth grade is extremely marked. The quality of 
slate blackboards being installed in recently constructed buildings is 
of the very best. 



EQUIPMENT OF CLASS-ROOMS. 

In the Adams School, two members of the committee selected 
two boys from an upper grade class-room who were occupying seats 
of the same size. The boys differed in height by twelve inches. More 
startling differences than this can be readily found in the schools of 
St. Paul. These differences, and all grades contain children of vari- 
ous sizes, demand proper seating facilities. To be sure, 6,652 seats 
in the elementary schools are adjustable, while 17,737 are non-adjust- 
able. On inquiry it was found, however, that seats were rarely ad- 
justed, while no record of any kind was kept by the principal of any 
adjustments that were made. The requirement that janitors leave 
repair work for the regular repair men may possibly be one of the 
causes of non-adjustment. If seats are not being adjusted, it is un- 
economical for the school authorities to buy this more expensive 
equipment. A room equipped with three or four sizes of the non-ad- 



EQUIPMENT AND ACCOMMODATION 14r. 

justable seat is much more desirable than one equipped with adjust- 
able chairs which are never changed, providing the teacher in the first 
case regroups her children frequently during the year in order to 
allow for the rapid growth of some of the children. The authorities 
who purchased the seats for the new Ames and Finch Schools appar- 
ently saw no good coming from the use of the adjustable chair, and 
have purchased the other type. Why room after room was seated, 
however, with only one size of chair is a cause for wonderment. These 
rooms should be re-seated immediately, and at least three sizes put 
into each. A lack of co-operation between educational and building 
authorities is here evident. The medical inspection division should be 
held directly responsible for the seating of children, and should be re- 
quired to evolve a plan which will compell adjustment at least twice 
a year. Many of the ancient, uncomfortable desks in use should be 
consigned to the junk heap. The modern movable chair and desk 
combination, which permits of the greatest flexibility in class-room 
exercises, and of which none were seen in the St. Paul schools, mighi 
well be substituted. 

A very unfavorable impression was created upon the survey com- 
mittee by the type and condition of the general equipment of the class- 
rooms. In many instances teachers and principals had, with the as- 
sistance of pupils, secured adequate equipment through their own in- 
itiative. The Irving, Longfellow, Monroe, and Mound Park Schools 
furnished striking examples. In most cases antiquated pictures, 
maps, globes, and dictionaries were in evidence, while many buildings 
were woefully lacking in pictures and other aesthetic features. A few 
thousand dollars invested here would surely bring adequate returns. 
The most alarming feature was the apparent lack of books, supple- 
mentary readers, interesting picture books, and libraries of history, 
travel, and biography, which ought to be within the child's immediate 
reach. A well organized program for providing such books is, the 
survey committee understands, being developed by the public library. 
But even after these circulating class-room or school libraries are fully 
developed, there will remain much need for supplementary books such 
are are now commonly supplied in most city school systems. 



CLOAKROOMS. 

The new rooms of the Galtier, Gordon, Ames, and Finch have 
ideal cloakroom arrangements. When the older buildings were being 
constructed, very little consideration was given to location, accessibil- 



146 REPORT OF SCHOOL SURVEY 

ity, adequacy, and security of the cloakrooms. The cloakrooms 
should open into the class-rooms only so as to prevent petty thieving, 
while foul-air outlets should be located in them in order to prevent 
passage of undesirable odors into the class-rooms. A space allowance 
of eight to twelve inches per child is sufficient for the hanging of 
wraps. Expensive hooks and rails are unnecessary. 

Sunlight should be permitted to enter the cloak-room for at 
least part of the day. The third floor cloak-rooms of the Hendricks 
School are dark and breeding places for disease-carrying germs as no 
light reaches them at all. The number of foot candles recorded in 
these cloak-rooms was only .12. The Van Buren, Franklin, Jackson, 
and Deane Schools furnish cases of small and obstructed cloak-rooms. 
In the Deane, one entry way 7^ by 15 feet contained the wraps of 93 
children. 



THE CLASS-ROOM EQUIPMENT FOR THE TEACHER. 

Altogether too little attention has been paid to the teachers' needs 
in storerooms and equipment. Every class-room should have a book 
closet opening into it in order to provide storage facilities for books 
and supplies. It is unfortunate that such closets were not put in at 
the new Finch, where teachers are already complaining about the lack 
of storage. The teacher's desk should be a large flat-top desk with 
ample drawer capacity. Some cities are furnishing cabinets five to 
six feet high with narrow drawers, size 9x12, for filing children's maps, 
drawings, classwork, and other such material. These files facilitate 
greatly the work of the teacher. 



SPECIAL ROOMS. 

The survey committee found that the schools had a most inade- 
quate number of large rooms for general use, such as auditoriums, 
playrooms, or gymnasiums, lunchrooms, and domestic science and 
manual training rooms. The buildings are commonly deficient in 
rooms for school officials. 

No modern scheme of education can be adequately carried out 
without provisions for the special rooms mentioned above. It can 
hardly be expected that all of these advantages can be added to an 
eight-room building. Since, as has been pointed out, forty-eight per 
cent of the elementary buildings are of eight rooms or less, it is evi- 



EQUIPMENT AND ACCOMMODATION 14? 

dent why the rating is so low in this item. The remedy in a city of 
the size of St. Paul is the construction of sixteen to thirty-two-room 
buildings, thus spreading more rationally the additional cost of these 
extra features. It has been very gratifying to find some courageous 
principals utilizing makeshift auditoriums, gymnasiums, and the like, 
showing that they were fully appreciative of the possibilities for even 
the lower grades in this field of socialized activity. A principal who, 
as at the Hancock, through a complete utilization of a basement audi- 
torium accommodates eightteen classes in a sixteen-room building, de- 
serves honorable mention. 

The attempt to utilize the labyrinthic Monroe structure for com- 
munity purposes by changing a class-room into an auditorium is 
highly commendable, though the lack of correlation between the 
dilapidated building and the idealistic aims of the faculty is surely 
pathetic. What splendid influences could be exerted upon this section 
of the city, if the faculty were only given an adequate plant ! 

It was found to be commonly true that, wherever domestic 
science and manual training or any other special rooms were provided, 
it was done after many and most urgent appeals had been made to the 
authorities. The principals had in instances been compelled to secure 
equipment or'alterations by raising money through the efforts of the 
children themselves. If schools like the Longfellow, Douglas, Ram- 
sey, and the like, can, through comparatively inexpensive treatment 
of parts of their large unused basements, utilize them in this highly 
commendable way, the alterations should be willingly made. Other 
buildings, such as the Ericsson, offer splendid opportunities for such 
changes, and the fine example set by other schools should be followed 
in them. The custom of establishing centres of domestic science and 
manual training in various schools and requiring children to travel 
back and forth over considerable distances, especially in intensely cold 
weather, is not to be approved, since nearly every school has room for 
an equipment of its own. The sending of children from the Rice to 
the Lincoln School for this purpose was particularly absurd. The 
Rice has had four or five rooms vacant for at least two years. Dur- 
ing 1915-16, children at the Franklin School, one of its nearest neigh- 
bors, were on half-time. A re-distribution would have avoided this 
difficulty. Rooms 3, 5, 10 and 11, and the basement class-rooms are 
vacant this year. In spite of this, the children of the Rice, who, be- 
cause of their social status, would benefit most by a full household 
arts and manual training program, have been sent many blocks on the 
severe days of this past winter, to the Lincoln School for a mere dab- 
bling in these branches. The vacant rooms on the second floor have 



148 REPORT OF SCHOOL SURVEY 

sliding doors between them. These doors have evidently been nailed 
for years. Instead of one splendid community gathering place which 
is greatly needed in this section, are found two vacant, unfinished, un- 
lighted rooms, which are heated and cared for the winter round by the 
school authorities, but which do not function for the good of the city. 
The standards for rooms for principals, teachers, nurses, and jan- 
itors, as outlined on the score card, should be observed in all future 
construction. Where teachers' rest rooms, with their necessary 
equipment, are at present lacking, they should be provided as soon as 
possible. 



RECOMMENDATIONS REGARDING BUILDINGS. 

It has already been pointed out in Table V that nine of the ele- 
mentary school buildings are rated at 500 or below. These buildings 
are altogether unfit for school purposes. The committee recommends 
that they be vacated as soon as new buildings can be supplied to 
house the children from these districts. 



THE LAFAYETTE SCHOOL. 

That St. Paul has permitted this dilapidated, ill-ventilated, ill- 
lighted building to stand indicates a lack of appreciation of what civic 
responsibility means;. This building has no good features about it, 
though hundreds of dollars have been spent upon it duriiig the past 
few years to make it at least partially habitable. A rating of lower 
than 313, which is that accorded the Lafayette, is hardly possible. The 
committee can make no recommendations which will permit of the 
continuance of the use of this building for educational purposes. 



THE JEFFERSON SCHOOL. 

This school was given a rating of 358. The original part was 
built in 1870, and an addition made in 1887. No recommendations 
can be made to make this a presentable building. It is recommended, 
however, that the building be turned over entirely to the building re- 
pair and supply departments so as to provide them with adequate stor- 
age and workshop facilities. Considerable alterations are necessary 
before the building can be made suitable for these purposes. The 



RECOMMENDATIONS REGARDING BUILDINGS 149 

school authorities should no longer permit such a combination of 
school and repair shop as exists here. 



THE MONROE SCHOOL. 

The program for new buildings should include the redistributing 
of the children attending from the third, fourth, and fifth wards of the 
city, and the location in this neighborhood of a larger elementary 
school, adequately equipped for all branches of community work. 
The present building has little to commend it. While the new build- 
ing is in the process of construction, the following temporary repairs 
are advised : 

1. New urinals. The present ones are inadequate, unsanitary, 

and in a very bad state of repair. 

2. Fire-plaster on the ceiling just over the furnace. 

3. Desks should be varnished in all rooms — at least the tops of 

the desks. Better still, install desks of a modern style. 

4. Make an outside entrance to basement under stairs at south 

opening. 

5. Build a suitable partition between boys' and girls' toilet 

rooms. 

6. Cut high windows in rooms down to level of the full-sized 

windows. 



THE ADAMS SCHOOL. 

This school ranks fourth from the bottom with a rating of 409. 
The building program of the fourth and fifth wards should embrace 
children attending the Jefferson, Monroe, Davis, and Adams, i?^'oi 
which should be abandoned within the next two or three years. The 
recommendations for temporary changes in this building are as fol- 
lows : 

1. Basement ceilings covered with metal sheeting at danger 

points as a precautionary measure. 

2. Exit from basement near manual training reopened. 

3. Wooden steps leading from basement to first floor removed 

and replaced by fire-proof stairs with safety rail. 

4. New electric fire gong installed with a gong and push button 

on each floor. 



150 REPORT OF SCHOOL SURVEY 

5. Bolts removed from room doors wherever found, as in doors 

of rooms 1 and 2. 

6. New floor in room 4. 

7. Windows which are now half-size, as in rooms 13, 14, etc. en- 

larged to full size. 

8. In rooms 7 and 11, each about 38x28 feet, pupils' desks ought 

not to be placed more than 24 or 25 feet from the lighted 
side of the room. 

9. In room 1 the blackboards should be adjusted to the needs of 

the grade using the room. 



THE JACKSON SCHOOL. 

Table V shows that this school was rated at 427, It is poorly 
located on the edge of its district. Its abandonment has been publicly 
discussed for a number of years, and recommended by the former com- 
missioner. The survey committee can see no reason why this pre- 
vious recommendation should not be repeated and carried out. There 
is no redeeming feature about this building. 



THE WEBSTER SCHOOL. 

The Webster School rates at 491 while its nearest neighbor, the 
Neill, which is only three blocks away, rates at 538. The building 
program should include an elementary school which shall house all 
of the children of these two districts. The playground of the Web- 
ster is inadequate ; the stairways are dangerous, with twenty-five steps 
in one continuous run from the first to the second floor; two corner 
rooms are veritable fire-traps ; the manual training room, with a long, 
dark, winding alley leading to the stairs and the exit should be aban- 
doned at once ; the fire-escapes are insufficient and poorly planned, the 
principal reporting that he had been warned not to use them ; the use 
of the rooms on the third floor should be prohibited. Minor changes, 
such as the removal of small door bolts, the substitution of rubber 
treads instead of steel on the stairs, the installation of sufficient toilet 
accommodations for the boys, should be made even though the build- 
ing is soon to be abandoned. 



RECOMMENDATIONS REGARDING BUILDINGS 151 



THE RICE SCHOOL. 

This building is apparently being slowly abandoned as four of its 
twelve regular class-rooms are not being used at present. This sec- 
tion of the city may be seriously affected soon by the expansion of rail- 
road property. If this occurs in the near future, it is futile to build 
a new school here. The section needs a building which can be adapted 
to community purposes. Adequate homekeeping and manual train- 
ing departments should be provided. Playgrounds and playrooms 
with bathing facilities would add tremendously to this community's 
development. 



THE CROWLEY SCHOOL. 

This building, having deteriorated to such a degree that it was 
considered unfit for children of high school age, was, after the erection 
of the Humboldt High School, turned over to children of lower 
grades. Surely a building which is inadequate for one group of chil- 
dren is inadequate for all. The different type of construction in a 
high school makes it a very poor elementary building to say the least. 
In the location of new elementary buildings on this side of the Mis- 
sissippi River, the program should include a redistributing of this sec- 
tion, and the erection of a new elementary building with provision for 
additions so that all of the children of the first six grades from the 
Lafayette, Crowley, and Edison may be housed there. The ratings 
of all elementary buildings on this side of the river are low — La- 
fayette 313, Crowley 300, Hendricks 516, Edison 531, Douglas 580. 
This necessitates special and immediate attention in this section for 
adequate school housing. 



THE 501-600 BUILDINGS. 

Twenty-three buildings were rated between 501 and 600. They are 
listed in Table V. It is to be regretted that a number of these struc- 
tures cannot be immediately abandoned. The very small amounts 
spent for new school buildings during the past sixteen years as com- 
pared with other cities in St. Paul's class necessitates the expenditure 
of a very large sum at this time for the replacement of the poorer 
structures and the erection of other new plants. The building program 



152 REPORT OF SCHOOL SURVEY 

of the next ten years should provide for the further elmination of the 
buildings ranking between 601 and 550. It is recommended that the 
following immediate action be taken in respect to each of these build- 
ings ; that their scores be studied and compared with the standards of 
the score-card ; that alterations be made in each instance which will 
bring the total scores of the buildings above the 600 mark; that the 
alterations on buildings in the 501-550 class be as inexpensive as possi- 
ble as these buildings are to be replaced as soon as possible ; that alter- 
ations on the 550-600 class be made with the idea of permanency and 
complete conformance with the standards given on the score-card. 

THE 601-700 BUILDINGS. 

The scores point out the few radical defects in these buildings. 
Changes can be made at slight cost which will put these buildings in 
splendid repair and in the 701-800 class. It is recommended that 
changes be made with this point in view. 

GENERAL COMMENTS ON SEVERAL OUTLYING 

SCHOOLS, AS THE HOMECROFT, MATTOCKS, 

QUINCY, DEANE, AMES (OLD 

BLDG.), SHERIDAN. 

These schools include four temporary one-room portable "cot- 
tages" in addition, to the permanent buildings which have done serv- 
ice for several generations as rural schools. The rapid growth of the 
city into these once rural districts will soon make it necessary to re- 
place these smaller buildings with larger and more modern structures. 
That this movement is already well under way is evidence in the re- 
cent erection of the Finch and new Ames buildings. The older build- 
ings are, on the whole, in good condition for such schools. A wise 
policy to pursue with reference to them might be stated as follows : 

1. No expensive permanent improvements should be attempted 

in them, but they should be kept clean, and serviceable until 
the growth of the city eliminates them altogether. 

2. These buildings, if used at all, ought to be used only for the 

lower grades. The older children and those in the upper 
grades, particularly in grades above the sixth, ought to be 
attending larger schools where they could receive greater 
attention from teachers and where they would benefit from 
better instruction and a greater variety of opportunities. 



RECOMMENDATIONS REGARDING BUILDINGS IS^ 

If it is found necessary to erect any more of the one-room 
portable "cottages" for temporary use, each should be sup- 
pHed with two exits widely separated. At present, each is 
supplied with only one exit and the jacketed stove is, in 
nearly all cases, located at the end of the room near the exit, 
constituting an unnecessary fire hazard. 

Among the minor improvements which seem to be demanded 
by their present condition are some adjustable furniture for 
pupils, a better supply of drinking water and more attention 
to the out-buildings. Each room ought to be supplied with 
at least 20^ to 30^ adjustable furniture. The supply of 
drinking water ought to be good and adequate and each 
child ought to have his own drinking cup kept in sanitary 
condition. The out-buildings can be kept cleaner and 
troughs ought to be provided for the boys' out-buildings. 
The absence of troughs in the new out-buildings for boys 
at the Ouincy School resulted in a very bad condition ex- 
isting there when the surveyor visited the school in Janu- 
ary. 



THE NEW BUILDINGS. 

The Finch and Lindeke Schools. 

The Finch one-story building was rated at 927, the highest rating 
of all the buildings. This and its duplicate, the Lindeke, which is 
just being finished on Wheelock Parkway, are in many respects model 
buildings, though the cost of construction has been out of all propor- 
tion to the advantages furnished. They are of the one-story type, 
with grade exits and over-head light to all class rooms. Each school 
has six class rooms, an auditorium 64:'x55', with 22' ceiling, stage and 
stereopticon room, library and kindergarten rooms with window seats, 
showers and swimming pool with water heaters, principal's outer and 
private office, doctor's outer and private office, teachers' rest room, 
janitor's room, boiler and fuel rooms. The entire first floor is of re- 
inforced concrete, excavated below to a depth of six feet. This space 
accommodates heating mains, hot air ducts and plumbing; all of 
which are hung from the slab and are open for inspection at all times. 
Class-room and auditorium floors are of maple ; corridors of terrazza ; 
toilets, shower and pool rooms have cement floors. Keene cement 
wainscoting is in all rooms and glazed brick in corridors. The build- 



154 



REPORT OF SCHOOL SURVEY 



ings are far too ornate, while many features of the construction indi- 
cate that costs were not seriously considered when the buildings were 
being planned. The light from over-head and the well planned rooms 
and cloak rooms and the sanitary toilet and bathing appointments are 
highly commendable. The buildings are so constructed as to permit 
of additions so that when class-rooms; are added, the cost per class- 
room will be considerably reduced as many of the special features 
such as auditorium, pool and complete toilet equipment are already 
provided. It seems to have been unnecessary to have installed more 
than the state maximum requirements in toilet equipment. The pro- 
vision could have been made for fixtures for any additional rooms and 
fixtures added as required. The following tabulation of the plumbing 
fixtures installed in the Lindeke School illustrates the point. 



State Rule for Toilets for Schools. 



1 Water closet for 25 boys. 
1 Urinal for 25 boys. 
1 Water closet for 15 girls. 
1 Lavatory for 3 fixtures. 



60% girls 
40% boys 



40 pupils to a room 



Fixtures 



6 rooms 



-< o 3 
.5 3 j? 

J aS. 

Water closets for girls 10 

Lavatories " " 4 

Water closets " boys 4 

Urinals " " 4 

Lavatories " " 3 

Total 25 



CO 

(53 C 

E3 
12 

7 

9 
12 



48 



96 boys 
144 girls 



2 
3 
5 
8 
5 

23 



RECOMINIENDATIONS REGARDING BUILDINGS 155 

The heating and ventilating plant of the Finch School was not 
operating satisfactorily in January. 

The same lack of economy in materials and construction that 
characterizes the Finch and Lindeke Schools is also apparent though 
in less degree in the new Ames and in the new addition to the Galtier 
School. St. Paul has so many wretched school buildings that need 
replacement, that unwise and excessive expenditures on new struc- 
tures should not be permitted. 



THE NEW AMES SCHOOL. 

The Ames School is the last word in fire-proof construction. 
Floors are of reinforced concrete ; walls are of brick and sash of steel : 
stairs are provided at each end of the main corridors- but are separated 
from them by brick walls and metal covered doors. The first and sec- 
ond floors consist of eight class-rooms, doctor's and principal's outer 
and private offices. The basement accommodates a large manual 
training room, boys' and girls' toilet and boiler and fuel rooms. This 
building is finished similar to the Finch School except that the corri- 
dors have marble wainscots. 

This new eight-room structure was finished last year at a cost of 
$78,0G0. It does not now accommodate all the children of this outly- 
ing center, for the ill-shaped old structure and a cottage annex are still 
in use for three classes. It seems that better planning might have pro- 
vided accommodations for all of these children for a sum slightly in 
excess of what was paid for the eight-room building. The four large 
tapering brick pillars at the entrance, each brick of which had to be 
made in a separate mold, and the very elaborate metal framework 
about the windows have added unnecessarily to the excessive cost of 
the building. The fountains installed are unsanitary and insufficient. 
The foot-warmers in the cloakrooms, because of their horizontal posi- 
tion, are dirt catchers. They cannot be cleaned readily. The artifi- 
cial lighting is inadequate, and the screens on the class-room warm-air 
intakes are too thick a mesh, thus preventing the proper use of the 
ventilating system. 

There are, on the other hand, many splendid features in the new 
Ames School which should be reproduced in other new construction. 
Unilaterally lighted class-rooms of standard shape and size, broad, ac- 
cessible stairways and well-planned corridors are among the pleasing 
features. 



156 REPORT OF SCHOOL SURVEY 



THE COST OF BUILDING SCHOOLS. 

For the purpose of making a comparative study of the costs of 
school buildings in the United States, three bases of computation have 
been chosen ; the cost per class-room, the cost per pupil and the cost 
per cubic foot. The following methods were employed in determin- 
ing costs. The cost per class-room was obtained by dividing the total 
cost of the building by the number of class-rooms, leaving out of con- 
sideration the special rooms, such as domestic science, manual train- 
ing, teachers' and principal's rooms, auditorium, toilets, and heating 
and ventilating plant. These latter rooms were considered as auxil- 
iary to the class-rooms. The cubic footage in a school building was 
arrived at by multiplying the ground area of the building by the dis- 
tance from the lowest parts of the basement floor to the average 
height of the roof. The cost of building does not include lot or fur- 
niture but includes the cost of plans, specifications and inspection 
service. The cost of plans, specifications and inspection service were 
also listed separately. 

The number of pupils used in computing costs was decided upon 
by alloting the maximum number of forty pupils to each grade and 
kindergarten room. Table XXX shows the cost on these three bases 
of the elementary buildings built in St. Paul since 1911. 



COST OF BUILDING SCHOOLS 



157 



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158 REPORT OF SCHOOL SURVEY 

The costs per pupil in these schools on the basis of 18 square feet 
of floor space allotted to each child are $157.38, $147.93, $357.00, 
$357.80, and $245.47 respectively for the schools as listed above. 

It must be borne in mind that the Finch and Lindeke Schools are 
one-story buildings. Their costs may be compared with those of sim- 
ilar types of schools constructed at Reno, Nevada. The Orvis Ring 
School of Reno was finished in 1909. It has eight class-rooms and 
four special rooms with a building cubiture of 336,424 cubic feet. It 
will accommodate 320 pupils and cost complete $43,000. Of this 
amount $3,000 was used for plans, specifications and inspectional serv- 
ice. The cost per class-room was $5,375. The cost per pupil was 
$134.38 and the cost per cubic foot 12i^c. 



COSTS OF FIREPROOF ELEMENTARY SCHOOL BUILD- 
INGS IN FIVE LARGE CITIES. 

Table XXXI shows costs per class-room, per pupil and per cubic 
foot of fourteen fireproof elementary school buildings in the cities of 
Boston, Cleveland, Detroit, Newark and St. Louis. The number of 
pupils in this table has been arrived at by allowing 18 square feet of 
class-room floor space for each pupil. It will be noted that the range 
in cost per class-room is from $4,642 for the Thirkell School in De- 
troit to $10,047 for the Delaney School in St. Louis. 



COST OF BUILDING SCHOOLS 



159 



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160 REPORT OF SCHOOL SURVEY 

For further comparison in school costs, three of St. Paul's new 
buildings were included in a table containing data of school buildings 
erected in Minneapolis, Duluth, and North St. Paul. The Hiawatha 
School of Minneapolis is a one-story building though not of fireproof 
construction. The Junior High School building of North St. Paul is 
the least expensive building of this group. The extremely low cost 
of $3,243.99 per class-room does not permit of an entirely fair com- 
parison as the building is not entirely finished and unwise economy 
has been shown in some of its features. It is interesting to know, 
however, that such a substantial building as the one in North St. Paul 
could have been built in 1916 at this remarkably low price. The aver- 
age cost per class-room unit of the five recently constructed buildings 
of Minneapolis and Duluth is $8,061.67, though the largest building of 
the group, the seventeen-room Thomas Lowry School, cost but 
$7,275.00 per class-room. 



COST OF BUILDING SCHOOLS 



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162 REPORT OF SCHOOL SURVEY 



BASIS OF COMPUTING PRESENT-DAY COSTS FOR CON- 
STRUCTION OF SCHOOL BUILDINGS. 

For the purpose of determining the approximate amounts that 
should be spent for each class-room unit of future construction, costs 
for this same unit on 69 buildings built in nine cities and one village 
in the years 1911-17 have been considered. The places compared 
were Cleveland, Detroit, Newark, St. Louis, Boston, Minneapolis, 
Duluth, Reno, North St. Paul and St. Paul. These buildings have 
been divided into seven groups. Group A, for instance, includes those 
buildings whose cost per class-room was $6,000 or less, while Group 
G includes such buildings as exceeded $16,000 in the cost per class- 
room. The buildings were so grouped in order to permit of locating 
the new schools of St. Paul. Table XXXIII gives the distribution. 



TABLE XXXIIL 

Sixty-Nine School Buildings in Ten Cities Distributed According to 
Costs Per Class-Room Unit. 

Cost Per No. of 

Class-room Unit Bldgs. 

Group A $6,000 and below 14 

B 6,001- 8,000 33 

C 8,001-10,000 17 

D 10,001-12,000 4 

E 12,001-14,000 . 

F 14,001-16,000 1 

G 16,001-18,000 1 

Average cost per class-room of the 69 buildings $7,393 

Median " " " " " " " 7,191 

St. Paul's buildings rank in these groups as follows : 

Cost Per 
School Group Classroom 

Ames D $9,697.54 

Lindeke F 14,311.86 

Finch G 17,691.90 



COST OF BUILDING SCHOOLS 163 

The average cost per class-room of fireproof buildings in each of 
five large cities has been as follows : 

Detroit 10 buildings $4,973 

Newark 9 " 6,641 

Cleveland 11 " 7,765 

St. Louis 7 " 9,054 

Boston : 9 " 7,878 

The examination of the costs of two other Duluth schools, the 
Stowe School and the Morgan Park School, would repay the city au- 
thorities before any further construction is done. These buildings 
are not included in the above tabulations. The Stowe School, a ten- 
class-room building, cost $68,668.16, or at the rate of $6,867 per class- 
room. The Morgan Park School, the plans of which show a multi- 
tude of special rooms in addition to eleven regular class-rooms, cost 
$116,711.12 to build. The many advantages offered in the Morgan 
Park School, which evidently houses children from the kindergarten 
to the high school, would warrant a high cost per class-room. It is 
difficult, however, to determine the class-room cost in this structure. 

The costs per class-room of the recent buildings in St. Paul have 
been much too high according to the average cost per class-room 
given in the table above. The $6,140.00 class-room unit cost of the 
new Drew School is too low, however. This building is devoted as 
largely as possible to class-room space and has special rooms in the 
basement only. 



SPECIAL ROOMS IN ELEMENTARY SCHOOL BUILDINGS. 

Even with the excessive costs per class-room, St. Paul's new 
buildings have not as good a special room equipment as the majority 
of buildings involved in the tabulation. The Junior High School at 
Duluth, the Hiawatha of Minneapolis, and the Senior-Junior High 
School at North St. Paul have far greater special room facilities. The 
special room equipment in the buildings of Cleveland, Detroit, New- 
ark and St. Louis will illustrate the equipment deemed necessary in 
the elementary buildings of large cities. 

In Newark there are on the average 4.7 special rooms for each 20 
regular class-rooms; in Cleveland there are 13.5 special rooms for each 
20 class-rooms, while in Boston the figures lie between these two ex- 
tremes. In St. Paul, the figures lie much below the Newark standard. 



164 REPORT OF SCHOOL SURVEY 

These figures for the special rooms are most significant not only from 
a financial point of view, but also from an educational one. Where 
special rooms are found in large numbers, it indicates that audito- 
riums, gymnasiums, libraries and the like are being provided. A 
small number of special rooms indicates a much more limited service. 
iWhere special rooms exist in St. Paul they are in general limited to 
basement provision for manual training or domestic science rooms. 

The following table shows the special room' equipment of typical 
buildings in Cleveland, Detroit, Newark and St. Louis. St. Paul's 
new schools should have similar accommodations. 



Cleveland. 

Empire — Auditorium, 2 gymnasiums, natatorium, dispensary, 2 rest 
rooms, domestic science, manual training, teachers' lunch, kitch- 
enette, unassigned — total 12. 

Rawlings — Auditorium, 2 gymnasiums, 2 locker and shower rooms, 
natatorium, dispensary, 2 rest rooms, domestic science, manual 
training, teachers' lunch, kitchenette, unassigned — total 14. 

Almira — Auditorium, 2 gymnasiums, natatorium, 2 locker and shower 
rooms, dispensary, 2 rest rooms, domestic science, manual train- 
ing, filter room, teachers' lunch, kitchenette — total 14. 

Detroit. 

Hattie M. Carstens — Playroom, clinic, library, domestic science, man- 
ual training, recitation, teachers' room — total 7. 

Goldberg — Playroom, 2 showers, clinic, waiting room, 2 cot rooms, 
library, dining room, kitchen, domestic science, manual training, 
recitation — total 13. 

Theoddre Harms — Playroom, clinic, library, domestic science, manual 
training, recitation, teachers' room — total 7. 

Newark. 

Cleveland — Auditorium, gymnasium, physical instructor's room, doc- 
tor's room and waiting room, library — total 5. 
Miller — Auditorium, gymnasium, physical instructor's room — total 3. 
Oliver — Auditorium, physical instructor's room, doctor's room and 
waiting room, 2 teachers' rooms — total 5. 



COST OF BUILDING SCHOOLS 165 



St. Louis. 

William Glasgow — 2 gymnasiums or assembly rooms, 2 playrooms, 2 
shower rooms, medical inspection and rest room — total 7. 

Lraclede — 2 play or assembly rooms, 2 shower rooms, medical inspec- 
tion and rest room, kindergarten workrooms — total 6. 

Bryan-Mullanphy — Assembly hall, 2 gymnasiums, 2 shower rooms, 
medical inspection, domestic science, manual training, kindergar- 
ten workrooms — total 9. 



"FORCE ACCOUNT" VERSUS CONTRACT CONSTRUCTION. 

There is much evidence in the few tables on building costs to 
demonstrate that the construction of buildings by "force account" 
during the past two and one-half years has resulted in an extremely 
extravagant expenditure of public funds. Prior to 1915 the city of St. 
Paul contracted for the erection of its buildings under the regular con- 
tract system, by which system the exact cost of buildings was deter- 
mined at the time the work was undertaken. The Gordon building, 
which scored 712, and the Galtier, which scored 681, were built under 
this plan. The four-room addition to the Hill School made in 1912-13 
was built on this plan and cost at the rate of $5,274.05 per class-room. 
The four-room addition to the Ramsey School in 1914-15 cost $5,412.39 
per unit. The first construction entered upon after the "force ac- 
count" plan was adopted was the four-room addition to the Galtier. 
This cost the city $7,810.86 per class-room unit, or $2,398.47 per unit 
more than the Ramsey addition built by contract the preceding year. 
The contract for the new Drew building, which is of fireproof con- 
struction and embodies most of the latest principles of modern school 
architecture calls for an expenditure of $6,140.00 per class-room unit. 
This addition will be built as a separate unit from the existing Drew 
School and hence the cost of construction per unit is much greater 
than in the lean-to additions of the Hill, Ramsey and Galtier. 

The Lindeke building presents a good example of the differences 
in cost between the two systems, "force account" and contract. Be- 
cause of the press and other public comment against the "force ac- 
count" system bids were sought on the plans for this building. Only 
one bid was entered. It is said that the contractors felt the specifica- 
tions were unpractical and uncertain and hence entered a large bid of 
$88,825.00. The city architect's estimate of the cost was $73,000.00. 



166 REPORT OF SCHOOL SURVEY 

Hence it was determined, not to let this contract to the bidder who 
had bid $15,825 more. The total cost of this building up to the pres- 
ent writing is $100,183.00. The building is still incomplete. 

The question is, "Why should there be a difference between the 
cost of building by "force account" and by contract account?" There 
appear to be several reasons. 

First — It is reported that extravagant designs and plans, ex- 
travagant and impractical specifications are prepared 
for such buildings. 

Second — It is also suggested that there has been a lack of judg- 
ment in specifying materials which has resulted in 
the city paying high prices for materials, where other 
materials of equal durability and service could be 
had for less cost. 

The city is using for its school buildings what is known as se- 
lected brick, for which $1.50 per M is paid over price of kiln run brick, 
the latter being the standard brick used in practically every other 
building in Saint Paul. It seems that the difference in the cost of 
brick alone in two schools would have been as follows : 

Galtier School— 190,000 at $1.50 per M $285.00 

Ames School —520,000 at 1.50 per M 780.00 



Unnecessary cost , $1,065.00 

Cost of kiln run brick actually required for these buildings would 
have been 

Galtier 122,000 

Ames 340,000 

Total 462,000 at $7.00 per M $3,234.00 

Percentage of excess cost of brick actually used in these two 
buildings over what was necessary — 33^. 

Third — There appears to be some evidence of a lack of ability to 
determine quantity of material required. An illus- 
tration of this sort of inefficiency is shown in the 
purchase of brick for the Galtier and Ames schools. 



COST OF BUILDING SCHOOLS 167 



EXCESS COMMON BRICK FOR THE GALTIER SCHOOL. 

When asked by the City Council why so many brick were left 
over at the Galtier School, it is reported that the city architect admit- 
ted that he had ordered 68,000 in excess of what was required and that 
these were ordered because brick could be bought for less money then 
than later on and the city would lose nothing by it as the brick could 
be used in other buildings. 

The price of brick did not change in 1915. The Galtier brick were 
purchased in that year and the 68,000 were moved in that year from 
the Galtier School site to the Randolph Heights site, at an estimated 
cost to the city as follows : 

Loading, unloading and teaming $125.00 

The above amount was a loss to the city due to error in estimat- 
ing quantities. 

It is reported that an excess of brick were ordered for the Ames 
School as indicated by the following table. 



EXCESS COMMON BRICK— AMES SCHOOL. 

Ordered 530,000 

Used 340,000 

Excess 180,000 

Of this excess approximately 120,000 remained piled in front of 
the Ames School after the building had been completed. 



168 



REPORT OF SCHOOL SURVEY 




This photograph shows piles of common brick at Ames School, 
Hazel Park, left over after completion of brick work in that building. 
The photograph was taken early in June, 1916. Dimensions of three 
piles — 40 feet long, 22 feet wide. 8 feet long. 

The balance, 60,000, it was said, was not delivered owing to the 
lack of room on the school grounds to store them. The 120,000 brick 
were moved back into the city at a cost approximately as follows : 

Freight out to Hazel Park and back to St. Paul $192.00 

Loading and hauling to site on cars at Hazel Park 

Loading and hauling to cars at Hazel Park 

Loading and hauling from cars in St. Paul 

(Three handlings) 120,000 at $3.00 per M 360.00 

Loss to city due to error in estimating quantities $552.00 

It is understood that the cit}^ is still responsible for the 60,000 
brick not delivered. 



Fourth — The city is not in position to take advantage of the mar- 
ket for building materials, as none can be ordered or 
contracted for until wanted. 



CONSTRUCTION OF NEW BUILDINGS 169 

These are four vital reasens for the discontinuance of the "force ac- 
count" plan of building schools in Saint Paul. Specifications and the 
demands of construction should be such that many competitive bids 
will be offered when new buildings are proposed and not one as in the 
case of the Lindeke School. The delay of a year or more incidental 
to getting out plans and specifications ought also to be prevented 
either by adding enough help to the city architect's department or se- 
curing the services of competent school architects with their ex- 
perienced office help. In all future construction, Saint Paul should 
have all plans approved by a school building specialist before submit- 
ting them for bids. The Drew building, which has not yet been be- 
gun but the contract for which has already been let, has faults con- 
flicting seriously with the latest educational standards. Faults of this 
nature can only be avoided through such consulting service. 

The Survey Committee recommends that all "force account" 
building be discontinued, and commends the present commissioner 
for returning to the contract basis which should be the basis for the 
future. So as to offset as far as possible increases in costs, plans 
should be simplified and costs reduced as much as is consistent with 
thoroughly efficient construction. 



TYPES OF NEW BUILDINGS TO BE CONSTRUCTED. 

In other sections of the survey dealing with the field of vocational 
education and the development of the course of study, are found rec- 
ommendations for a new type of school in Saint Paul, namely, the in- 
termediate school. The purpose of such schools is to provide for 
children now cared for in the seventh and eighth grades and the first 
year of the high school. The advantages gained from adopting this 
recommendation and building intermediate schools are very signifi- 
cant from the building viewpoint. 

The Overcrowded High Schools. 

Saint Paul has four high schools which have enrollments as fol- 
lows : 

Present enrollment, February, 1917. 

Central Humboldt Johnson Mechanic Arts 

1,748 471 695 919 



170 REPORT OF SCHOOL SURVEY 

The percentage of increase over each preceding year of high 
school enrollment since 1910 is as follows: 

1910 10.4% 

1911 10.9 

1912 11.8 

1913 12.7 

1914 12.1 

1915 12.4 

1916 14.1 

1917 15.5 

Ranking St. Paul with twenty other cities as regards relationship 
between high school and elementary school enrollment, the results are 
as follows: 

TABLE XXXIV. 

Relationship Between High and Elementary School Enrollment. 

Elementary 

School 
Enrollment 

Oakland 28,652 

Denver 32,193 

New Haven 24,298 

Washington 50,871 

Indianapolis 33,626 

Fall River 15,617 

Worcester 23,054 

Grand Rapids 15,519 

Minneapolis 44,040 

Kansas City 38,487 

Omaha 18,465 

Jersey City 37,566 

Newark .. 65,647 

Paterson 20,727 

Rochester 31,952 

Syracuse 18,680 

Cincinnati 45,707 

Columbus 23,231 

Toledo 26,219 



1 



High 




School 


Per Cent 


Enrollment 




4,045 


14.1 


4,470 


13.9 


2,887 


11.9 


6,662 


13.1 


4,826 


14.4 


1,418 


9.1 


3,396 


14.6 


2,325 


15.0 


7,459 


.16.9 


5,922 


15.4 


2,592 


14.0 


3,908 


10.4 


4,347 


6.6 


2,063 


9.8 


2,779 


8.7 


2,601 


13.9 


4,692 


10.3 


4,273 


18.4 


2,646 


10.1 



High 




School 


Per Cent 


Enrollment 




4,392 


15.9 


2,010 


9.1 


4,023 


10.3 


6,005 


19.4 


3,356 


22.0 


3,308 


12.5 



CONSTKUCTION OF NEW BUILDINGS l'5'l 

TABLE XXXIX— Continued. 

Elementary 

School 
Enrollment 

Portland, Ore 27,607 

Scranton 22,089 

Providence 39,257 

Seattle 30,960 

Spokane 15,271 

St. Paul 26,493 

The data used for all cities were taken from the published re- 
ports of the United States Commissioner of Education and covered 
the school year 1914-15, the last available. St. Paul is the eleventh 
from the bottom in percentage of high school to elementary school en- 
rollment in the cities compared, and may reasonably expect an increase 
in this percentage. 

It is common knowledge that the high schools of St. Paul are 
hampered in their work by seriously overcrowded conditions. Even 
though the daily program has been lengthened, auditoriums used as 
study halls and corridors as class-rooms, the situation is not relieved. 
The situation in all four high schools is such as to require relief. 
Table XXXV indicates the comparatively few class-rooms or special 
rooms vacant during the day in these schools. 

TABLE XXXV. 
Use of the High School Plants. 



Johnson 

Central 

Humboldt 

Mechanic Arts 

Totals 82 44 38 91 



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172 REPORT OF SCHOOL SURVEY 

This provides comparatively little leeway in program construction 
for the high school principals. Teachers under this plan are also de- 
prived of their rooms for consultation purposes. None of the high 
schools are provided with the large consultation office which should 
be a part of every large high school's equipment. In the high schools 
one hundred and twenty classes are meeting daily in inadequate 
rooms. There are during the day one hundred and thirty-five unoccu- 
pied rooms in these buildings. The greater part of the former are 
recitation rooms, while the latter are special rooms. These vacancies 
cannot wholly be avoided, but better program making and scheduling 
of classes will reduce them to a minimum. 

Mechanic Arts is using the auditorium as a study hall for over 
1,000 single periods daily. This room is equipped with chapel seats, 
making such use utterly impracticable. Central High School has 
solved this problem by using the extra seats in recitation rooms for 
study classes, which provides a much saner solution. Central has had 
to sacrifice its library facilities for study hall and lunch room use. This 
is unfortunate, indeed. Under crowded conditions like these either 
home study for the upper classes or for merit pupils would relieve 
much of the pressure for study accommodations and secure equal re- 
sults. Uniform supervised study may not be wholly good, and espe- 
cially not under poor physical conditions. A part-time plan, with an 
even longer day than at present, might make it possible to increase the 
present capacity. 

It will be seen from the above data that relief must be afforded 
these schools if they are to be held responsible for any educational 
progress. With the intermediate schools providing for children at- 
tending the ninth grade, or what is now the first year of the senior 
high schools, and with the growth in numbers that should occur in the 
sophomore, junior, and senior classes of the high schools, these build- 
ings will soon again reach an overcrowded condition. The building 
of an additional high school will then be necessary. 

More important still, however, is the question of the proper con- 
servation and training of the young people of St. Paul. In the wake 
of the overcrowded school house there follow ills which defeat the 
purpose of the entire school system and set at naught the hope and 
sacrifice of the taxpayer. Overcrowded buildings always mean lack 
of proper sanitation, lowered vitality of children and teachers, lack of 
enthusiasm necessary to interest and study, overworked and discour- 
aged teachers, absence of proper attention to the individual needs of 
pupils, poor attendance, retardation and elimination of pupils. 



CONSTEUOTION OF NEW BUILDINGS 173 



THE INTERMEDIATE SCHOOLS. 

The intermediate school provides the best plan for securing the 
physical facilities needed to give St. Paul the educational opportuni- 
ties which other cities of the same grade and rank are providing. The 
intermediate school provides for the children of the seventh, eighth, 
and ninth grades, thus covering the last two years of the elementary 
school and the first year of the present high school. It is based upon 
the idea which is practically universally accepted that the first six 
years of schooling (grades one to six) should be given to thorough- 
going training in the fundamentals of an education. Beginning with 
the seventh grades the pupil should, while continuing his general edu- 
cation, be given an opportunity to get an elementary knowledge of an 
experience in a variety of activities taken from the world's work. He 
should, in so far as is possible, discover the vocation for which he 
wishes. to prepare. 

At present there are enrolled in the sixth, seventh and eighth 
grades of the city 6,761 children, the great majority of whom would be 
eligible for the seventh, eighth and ninth grades of the intermediate 
school if such schools were in operation next September. 

THE TECHNICAL HIGH SCHOOL. 

The committees on vocational education and course of study have 
also included in their plan of educational development one technical 
high school, which shall provide for some children from the seventh 
grade through the twelfth grade. The intermediate schools, with dif- 
ferentiated courses of study and opportunities for vocational tryouts, 
will provide for other children of the seventh, eighth and ninth years 
who might pass from these schools either into the present high schools 
or the newly planned technical high school. 

NEW TYPES OF BUILDINGS RECOMMENDED. 

The buildings which must be constructed in order to carry out 
the plan for better educational opportunity for the children of Saint 
Paul are as follows : 

Five intermediate schools each housing 1,200. . . . 6,000 children 
A technical high school housing 1,500 children 



Provision of additional facilities for 7,500 children 



174 



REPORT OF SCHOOL SURVEY 



CHILDREN ON PART TIME AND IN ANNEXES. 

At present there are 1,083 children on half-time, 355 provided fo»- 
in portables, and 328 in rented annexes. On reference to Table XXXVI 
it will be seen that this makes 1,709 children in the elementary schools 
who do not get the advantage that should follow from attending a 
well-equipped school. Some children are included in each of two col- 
umns. 



TABLE XXXVI. 

February— 1917. 

Number of Children in Portables, Annexes, and on Half-Day Session. 



Schools 


Portable 


Annex 


Half-Day 
Sessions 




1 


2 


3 




Adams 






50 




Ames , 


30 








Drew 




31 


212 


4 rooms 8 half- 


Galtier , 




day sessions 


Garfield 






109 


2 rooms 4 half- 


Gordon 


77 




136 


day sessions 
2 rooms 4 half- 


Gorman . 






164 


day sessions 
2 rooms 4 half- 


Hancock 


83 


83 




day sessions 


Hendricks 






90 




Hill 






42 

57 




Homecroft 


112 




Irving 

Lafayette 

McClellan 


35 

32 


152 

38 


75 


1 room 2 half- 


Mattocks 


30 




56 


day sessions 


Murray 

Neill 


44 




92 




Riverside 




24 







355 



328 



1,083 



CONSTRUCTION OF NEW BUILDINGS 175 



OVERLOADING OF THE ELEMENTARY TEACHER. 

The average number of pupils per teacher based on average daily 
attendance in the first eight grades and the high schools covering the 
years 1910-16 is given in Table XXXVII. No statistics of this kind 
were available in the superintendent's office, and they were only ob- 
tained after much effort. It will be seen that the average for the city 
in the grade schools has been very large for a period of years. There 
is no place for the addition of pupils without considerably impairing 
the efficiency of instruction. 



TABLE XXXVII. 

Average Number of Pupils Per Teacher, Based on Average Daily 

Attendance. 

1910-11 1911-12 1912-13 1913-14 1914-15 1915-16 

Adams 39 39 40 32 34 36 

Ames 33 34 41 37 45 36 

Baker 38 40 40 33 35 31 

Cleveland 31 38 39 38 35 36 

Crowley 38 36 34 44 41 35 

Davis 40 40 39 39 39 36 

Deane . .i 28 26 31 30 32 29 

Douglas 45 43 44 40 45 42 

Drew 49 40 41 44 42 36 

Edison .. .. 45 43 44 

Ericsson 38 43 43 42 44 45 

Franklin 41 39 34 35 37 46 

Galtier 34 36 41 42 39 

Garfield 39 41 41 39 47 

Girls' Home .. .. .. 8 20 

Gordon 33 33 37 36 43 

Gorman 47 40 37 39 39 51 

Grant 41 37 37 37 35 37 

Hancock 45 41 39 43 43 31 

Harrison 45 37 41 38 33 37 

Hawthorne .42 42 35 41 39 43 

Hendricks 44 38 38 41 44 42 

Hill 44 42 37 38 40 43 

Homecroft .. .. 32 " 28 32 . 



176 



REPORT OF SCHOOL SURVEY 



TABLE XXXVII— Continued. 

Average Number of Pupils Per Teacher, Based on Average Daily 

Attendance. 

1910-11 1911-13 1913-13 1913-14 1914-15 1915-16 

Irving 43 38 39 38 41 39 

Jackson 46 39 41 41 36 . 33 

Jefferson 40 36 38 41 36 37 

Lafayette 47 50 41 45 36 39 

Lincoln 36 36 37 37 36 31 

Logan 39 30 37 37 33 31 

Longfellow 40 39 36 33 35 38 

McClellan 40 37 41 38 36 43 

McKinley 43 40 38 36 33 43 

Madison 43 39 33 36 33 38 

Mattocks 39 33 17 19 33 

Maxfield 43 41 41 43 43 37 

Monroe 43 43 36 39 33 34 

Mound Park 41 43 40 34 31 33 

Murray 37 38 38 41 31 36 

Neill 38 36 33 30 43 36 

Phalen Park 43 43 41 39 41 43 

Quincy 33 25 36 30 33 38 

Ramsey 37 46 47 40 34 39 

Randolph . . . . 38 61 41 

Rice 37 33 34 38 53 38 

Scheffer 41 40 41 38 37 43 

Sheridan 30 31 33 35 37 34 

Sibley 41 39 43 38 38 45 

Smith 40 35 36 31 39 33 

Taylor 36 30 15 39 38 36 

Tilden 34 39 34 37 38 25 

Van Buren 35 34 33 31 37 34 

Webster 33 35 33 37 38 36 

Whittier 40 40 39 37 44 38 

For City (Elem. Sch.) 39.7 38.3 37 37.6 36.9 37.6 

Mechanic Arts 19 30 30 17 17 19 

Central High 35 34 25 36 24 26 

Humboldt High 16 20 18 19 17 19 

Johnson High 30 34 31 25 20 20 

For City (High Sch.) 21.5 22.4 21.9 22.2 20.4 23 



CONSTRUCTION OF NEW BUILDINGS 177 



SCHOOLS TO BE ABANDONED. 

The proposed immediate abandonment of the schools of the Haw- 
thorne, FrankHn, and Washington district because of the inroads made 
by the railroads will necessitate further provision for 1,085 children. 
Many of these children will go to other schools, but will find over- 
crowded conditions wherever they attempt to register. 

The Survey Committee has recommended the gradual abandon- 
ment of the most wretched and ill-adapted elementary buildings. The 
nine buildings scoring under 500, exclusive of the Franklin, are caring 
for children at present as follows: 



Kindergarten 6th, 7th 



Total 

Lafayette 567 

Jefferson 738 

Monroe 497 

Adams 539 

Jackson 340 

Webster 637 

Rice 253 

Crowley 626 



to 6th Grade 


and 81 


567 




540 


198 


445 


152 


401 


128 


199 


141 


375 


262 


162 


91 


264 


362 



4,187 2,853 1,334 

If these eight buildings are abandoned it will be necessary to pro- 
vide new elementary buildings for about 2,853 children, the present 
enrollment of these buildings below the 7th grade. 



NEW ELEMENTARY ENROLLMENT. 

The new elementary enrollment for the fall term has been approx- 
imated by adding the total present enrollment of the first, second, and 
third grades, 3,321, 2,964, and 2,882 respectively and dividing by three. 
The result, 3,055, may be considered a fair estimate of the number of 
children entering the lower grades for the first time on next Septem- 
ber. 



178 REPORT OF SCHOOL SURVEY 



THE NEW BUILDINGS. 



The situation as regards new buildings then resolves itself into 
the following: 

The present high schools will be partially relieved of their over- 
crowded condition when the entering classes are diverted into the in- 
termediate schools. 

Further relief will be provided in a new technical high school 
which will not duplicate the present courses of study in the other high 
schools, but will undertake work in a new field as outlined by the com- 
mittee on vocational education. 

The overcrowded condition in all elementary schools will be re- 
lieved by transferring as soon as the intermediate schools are com- 
pleted, approximately 6,500 children to such schools and the technical 
high school. These schools will permit of a further enrollment of 
1,000 which may come from the high schools or private schools. 

When the recommendations regarding the eight poorest buildings 
are followed, the Franklin, Hawthorne, and Washington abandoned 
and new enrollment is considered, together with relief of the present 
part-time situation, there will be approximately 4,000 elementary chil- 
dren not provided with proper housing. This is best illustrated in 
Table XXXVIIa. 



TABLE XXXVIIa. 

If the survey recommendations are carried out, the following ele- 
mentary children must be provided for in new elementary buildings. 

Children in the Hawthorne-Franklin-Washington combination. 1,085 

In the eight old schools to be abandoned 4,187 

From present part-time, annex, etc 1,709 

From new enrollment in September 3,055 

From other growth (very low estimate) 500 



10,536 



Children provided for by the newly planned intermediate schools 

and technical high school 6,500 



Further provision needed for 4,036 



CONSTRUCTION OF NEW BUILDINGS 179 

These 4,036 children will require at least 100 elementary class- 
rooms in buildings located in different sections of the city. The build- 
ings in the congested centres should be of at least 24 rooms each, while 
those in outlying sections may be 8-room units with provisions for ad- 
ditional growth. 



LOCATIONS OF SCHOOL BUILDINGS. 

The intermediate schools should be so located that the children 
attending live within a radius of three-quarters of a mile from the 
school. Children of the seventh, eighth, and ninth grades will not 
suffer from being required to go even the extreme distance. The dis- 
tance to be traveled by children of the elementary grades should be re- 
duced considerably. The elementary school must be so located that 
each child lives within a radius of a half-mile of the building. 

In several instances in St. Paul elementary buildings are within 
four to eight blocks of one another. This has resulted, as has already 
been pointed out in Table II in a large number of buildings of less 
than sixteen rooms. Such buildings, especially those of eight rooms 
or less, are uneconomical from every standpoint. 

The cost of supervision by principals in the elementary schools is 
one index of this lack of economy. The cost of such supervision, 
using maximal salaries, varies from $127.25 per class-room in eight to 
eleven-room buildings to $75 per class-room in twenty-one to twenty- 
four-room buildings. 

The relative cost of construction, supervision, janitorial service, 
and maintenance is considerably reduced in the larger building unit. 
Data were not available to ascertain these facts for St. Paul because of 
the highly inadequate system of accounting in use in the past. The 
larger building unit, as has been shown, may be provided with a 
greater number of special rooms permitting the greatest elasticity in 
the school program. 

Where 6th, 7th, and 8th Grade Children Are Now Attending School. 

The following groupings of schools will show those sections of 
the city which are furnishing the greatest number of children for the 
sixth, seventh, and eighth grades. The section feeding into the Web- 
ster, Neill, Hill, Irving, Maxfield, and McKinley Schools shows the 
greatest enrollment, the Phalen Park, Harrison, Cleveland, Ericsson, 
and Grant group ranks second, while the Lafayette, Crowley, Hen- 



180 REPORT OF SCHOOL SURVEY 

dricks, Douglas, and Garfield section is placed third. The city of St. 
Paul may be divided into a number of natural land divisions. These 
were taken as the basis for the combinations in Table XXXVIII. 



TABLE XXXVIIL 

The 6th, 7th and 8th Grade Children Grouped By Natural Divisions 

of the City. 

6th 7th 8th Total 

Adams 56 

Jefferson 74 

Davis 28 

Monroe 69 



36 


36 


128 


66 


56 


196 


20 


10 


58 


42 


41 


152 



534 



Lafayette ( . . 

Crowley (101 153 108 362 

Edison ( . . 

Hendricks 62 

Douglas 75 

Garfield 35 



Van Buren 66 

Mound Park 37 

Sibley 74 



Phalen Park 85 

Harrison 

Cleveland 90 

Ericsson 66 

Grant 29 



99 


86 


247 


88 


92 


255 


35 


15 


85 




949 


66 


65 


197 


58 


46 


141 


39 


65 


178 




616 


98 


58 


241 


88 


69 


247 


69 


74 


209 


28 


30 


87 



984 



CONSTRUCTION OF NEW BUILDINGS 181 



TABLE XXXVIII— Continued. 

The 6th, 7th and 8th Grade Children Grouped By Natural Divisions 

of the City. 

6th 7th 8th Total 

Irving 64 

Neill 44 

Webster 81 

Hill 62 

Maxfield 17 

McKinley 90 



Drew 46 

Jackson 43 

Scheffer 

Gorman 42 

Whittier 80 

Smith 29 



Galtier 77 

McClellan 45 

Tilden 19 

Hancock 82 

Baker 53 

Murray 42 



Ramsey 46 

Gordon 38 

Longfellow 76 



60 


50 


174 


52 


29 


125 


78 


103 


262 


99 


86 


247 
17 


96 


59 


195 




1,020 






46 


67 


31 


141 


41 


42 


125 


36 


58 


174 


29 


24 


82 




568 


76 


49 


203 


39 


34 


118 


12 


19 


50 


80 


94 


256 


42 


23 


118 


39 


35 


116 




860 


100 


56 


202 


51 


, , 


89 


75 


82 


233 



524 



182 REPORT OF SCHOOL SURVEY 



THE TREND OF POPULATION. 

In making recommendations for the locations of buildings the 
Survey Committee has taken into consideration all possible means for 
determining the growth in the various sections of the city. It seems 
that the greatest future growth will be in Wards 7, 10, 11, and 12. In 
order to show the trend of population, the committee used the follow- 
ing data: 

(1) the numbers of voters by wards; (2) the number of dwelling 
permits issued by the department from 1910 to 1917; (3) the present 
and prospective location of factories ; (4) the extension of lines 
planned by the telephone companies ; (5) the desirable territory still 
available for home sites; (6) the increase in elementary school chil- 
dren in the various wards ; (7) growth of the city in land additions. 
It will be noted that all of these data point to the 7th, 10th, 11th, and 
12th wards as the wards of greatest growth. 

I. The return in the mayoralty campaigns indicate substantial 
growth in the numbers of voters in Wards 1, 2, 5, 6, 7, 10, 11, and 12. 
The last three show the greatest development. 



TABLE XXXIX. 

Ward Increases in Voters in St. Paul City Elections for Mayor. 

Wards 1900 1904 1906 1908 1910 1912 1914 

1 2,547 2,638 2,762 3,270 3,148 3,561 3,425 

2 2,164 2,379 2,674 3,037 3,053 3,408 3,344 

3 1,114 1,249 1,149 1,114 1,129 1,028 779 

4 2,220 2,485 2,313 2,321 2,369 2,069 1,935 

5 2,529 2,664 2,830 3,248 3,236 3,581 3,315 

6 2,395 2,717 2,702 3,152 3,057 3,321 3,236 

7 1.. 2,288 2,602 2,814 3,650 3,605 4,106 4,312 

8 3,795 4,173 4,590 4,016 3,855 4,064 4,031 

9 2,348 2,602 2,434 2,701 2,447 2,572 2,490 

10 815 1,137 1,127 1,489 1,588 1,972 2,151 

13 651 853 1,095 1,662 1,888 2,691 2,875 

12 1,472 1.586 2,040 2,157 



Total ... 22,857 25,499 26,490 31,042 30,759 34,493 34,046 



CONSTRUCTION OF NEW BUILDINGS 



183 



II. The dwelling building permits issued show the greatest in- 
creases in Wards 1, 2, 5, 6, 7, 8, 10, 11, and 12. In Table XL are 
given the numbers of permits issued for each ward for the years 1910- 
16. The number of dwellings erected was considered a better index 
than the total dwellins: costs. 



TABLE XL. 
Numbers of Dwelling Building Permits Issued in St. Paul, 1910-16, 

Distribution By Wards. 
Wards 1910 1911 1913 1913 1914 1915 1916 Total 



1 


132 


105 


69 


69 


108 


133 


144 


730 


2 


112 


125 


129 


156 


111 


137 


152 


922 


3 


1 


2 


5 


1 


2 








11 


4 


10 


2 


2 


1 





4 


8 


27 


5 


99 


69 

88 


93 
100 


94 
85 


90 

87 


84 
105 


105 
73 


634 


6 


117 


655 


7 


119 


127 

95 
43 


161 
76 
24 


141 
79 
30 


122 

57 
26 


139 
59 
19 


112 

42 
21 


921 


8 


101 


509 


9 


39 


203 


10 


188 


238 


225 


204 


270 


242 


218 


1,585 


1] 


325 


183 


242 


321 


328 


361 


308 


2,063 


12 


173 


188 


111 


127 


105 


96 


122 


923 



Total 



1,416 1,265 1,237 1,308 1,306 1,379 1,275 9,186 



III. The map of the industries of the city. 

Figure reproduces the industrial map of the city of St. Paul. 

The increasing cluster of industries in Wards 3 and 4 will tend to 
eliminate school buildings in these wards. The proposed railroad 
belt line in Ward 2 will tend to develop this section more rapidly than 
it has been growing. In Ward 6 the trend will probably be toward 
West and South St. Paul. The increased packing house facilities in 
the latter place may increase the population of this ward. Wards 10 
and 13 will no doubt increase considerably in population because of 
the location in their midst of manufacturing concerns already pro- 
posed. Ward 11 bids fair to become more and more a residential sec- 
tion. Proposed extensions of trolley lines will aid this greatly. There 
is also a definite trend in population in Ward 5 toward Riverside and 
the adacent properties. 



18i 



REPORT OF SCHOOL SURVEY 



FIG. III. 

Industrial Map of the City of St. Paul. 

Numbers Indicate Wards. 



INDUSTRIAL MAP 

"5 ./ 




CONSTRUCTION OF NEW BUILDINGS 185 



IV. The telephone companies are planning the greatest exten- 
sion of their trunk lines in the 11th, 5th and 12th wards, in the order 
given. 

V. From Table XLI, which gives the population of the city by 
wards, it may be observed that Wards 2, 11 and 10 have the lowest 
density of population in the city. These wards have many available 
home sites that are now vacant and are increasing rapidly in popula- 
tion. 



TABLE XLI. 

* Population of St. Paul By Wards. 

Total 

Wards Population Per Sq. Mi. 

1 27,330 6,964 

2 26,540 1,878 

3 6,230 13,844 

4 15,310 29,442 

5 26,220 6,416 

6 25,710 6,136 

7 34,230 15,419 

8 31,840 10,867 

9 19,780 8,991 

10 17,000 3,096 

11 22,870 2,437 

12 17,040 6,430 



270,000 4,870 

VI. The tabulation of all children attending the elementary pub- 
lic schools of the city shows the greatest growth in the 7th, 10th and 
11th wards. 



From 1915 Report, City Commissioner of Public Works. 



186 



REPORT OF SCHOOL SURVEY 



TABLE XLII. 



CHILDREN ATTENDING ELEMENTARY PUBLIC 
SCHOOLS. 



Wards 



1905-06 



1 4,856 

2 2,615 

3 1,350 

4 1,100 

5 3,783 

6 3,365 

7 1,883 

8 3,069 

9 •. . 1,017 

10 1,366 

11 1,020 

12 1,181 



915-16 


Gain 


Loss 


Per Cent 


4,265 


... 


691 


-12.2 


2,543 


. . . 


72 


-2.8 


991 


. . . 


359 


-26.6 


938 


. . . 


162 


-14.7 


3,380 


. . . 


403 


-10.7 


3,581 


216 




+6.4 


2,415 


532 


. . . 


+28.3 


2,684 


. . . 


385 


-12.5 


683 


. . . 


334 


-32.8 


2,512 


1,146 




+83.9 


2,315 


1,295 




+127.0 


1,358 


177 


. . . 


+15.0 



VII. The map issued in the 1915 Annual Report of the City 
Commissioner of Public Works showing the dates of land additions to 
the city emphasizes the fact that Wards 2, 10 and 11, being the most 
recent and largest additions, offer most opportunity for growth. The 
areas added at various dates are given here : 



Date of Act of 


Areas — Sq 


Miles 


Dateof Act of 


Areas — Sq. Miles 


Legislature 
I 


Additional Total 


Legislature 


Additional Total 


■ Nov. 1, 1849 




0.35 


Feb. 29, 1872 


7.04 12.49 


Mar. 31, 1851 


0.195 


0.54 


Mar. 6, 1873 


3.07 15.56 


4, 1854 


3.455 


4.00 


5, 1874 


4.50 20.06 


Feb. 27, 1856 


0.840 


4.84 


4, 1885 


15.28 35.34 


Mar. 20, 1858 


0.120 


4.96 


Feb. 8, 1887 


20.10 55.44 


6, 1868 


0.490 


5.45 








Date of Aci of 
Lea 'iSlaiare. 



Additional 



Nov. I. J 849 



M<ar.3».l85l 



0.195 



^. I8S4 



^455 



Feb.a7jS56 



0.840 



M qr.20.i858 
" 6 . 1868 



0.I2O 
0.450 




• Miles 


Date of Acf of 
Leqialature 


Areas-Sq. Miles 1 


5tal 


Additional 


Total 


0.35 


reb.29, 1872 


7.04 


1249 


O.S4 


Mar. 6, 1873 


3.07 


15.56 


4^0 


•• 5. 1874 


-4-.50 


20.04) 


^^54 


• 4.. 1885 


1328 


35.34 


436 


Feb. g, 1887 


20. lO 


33.44 


5-.45 









: 



188 REPORT OF SCHOOL SURVEY 



THE LOCATION OF NEW SCHOOL BUILDINGS AS RE- 
COMMENDED BY SURVEY COMMITTEE. 

The Survey Committee recommends that the first four of the in- 
termediate schools be erected immediately in each of the following 
sections : 

I. In a location in Ward 1 that would permit of equal accessi- 
bility to the Phalen Park, Harrison, Cleveland, Ericsson 
and Grant Schooh. 
II. In a location in Ward 6 that would permit of equal accessi- 
bility to children now attending the Lafayette, Crowley, 
Hendricks, Douglas and Garfield Schools. 

III. In a location in Ward 5 equally accessible to the Jefferson, 

Davis, Monroe and Adams Schools, preferably nearer the 
Davis School, which would be most accessible for children 
living in this region. 

IV. In a location in Ward 7 that would permit of equal accessi- 

bility to children attending the Webster, Hill, Neill, Ir- 
ving, Maxfield and McKinley Schools. 

It is recommended that the Technical High School be located cen- 
trally in the district feeding into the Drew, Jackson, Scheffer, Gorman, 
Whittier and Smith Schools. This school should also provide inter- 
mediate school accommodations for this region. 

It is further recommended that the fifth intermediate school be 
built in the section containing the Hancock, Galtier, Baker, Murray, 
Tilden and McClellan Schools. 

It is recommended that one elementary school of 32 rooms be pro- 
vided in territory accessible to children of the Lafayette, Crowley and 
Edison Schools. There are 1,051 children at present attending grades 
below the seventh in these buildings. Thirty-two rooms should ac- 
commodate a maximum of 1,280 children. 

It is recommended that a complete redistricting be made of the 
section containing the Jefferson, Monroe, Adams and Davis Schools ; 
that the Jefferson school site and building be turned over to the re- 
pair and supply department; that a new elementary building of 30 
rooms be located near the Monroe School and another new elementary 
building of 24 rooms be located near the Adams School. These four 
schools now house 1,936 children below the 7th grade. 

It is also recommended that an eight-room building be erected 
near the site of the present cottage buildings at Homecroft, and that 
cottage buildings be temporarily placed at Riverside. 



CONSTRUCTION OF NEW BUILDINGS 1^9 

It is recommended that a four-room addition be made to the 
Ames to provide for this rapidly growing region. 

It is recommended that a complete redistricting be made of the 
Neill-Webster-Hill-Irving-McKinley section; that a new 16-room 
building be begun immediately located near the present Webster. 
Provision for increase up to 32 rooms should be provided. Of the 
schools in this group the Webster School is to be abandoned first. 

It is recommended that the Jackson School and site be abandoned 
and that the entire block on which the Drew School stands be pur- 
chased and the new Drew unit be used as the basis for a 24-32-room 
building. 

It is also recommended that a further addition of 4 rooms be made 
to the Galtier School. 

It is also recommended that a new school be started in the vicinity 
'of the Randolph Street-Cleveland Avenue junction. 

It is recommended that the use of the third floor rooms of the 
Hendricks School be discontinued as soon as possible. 



THE COST OF THE BUILDINGS RECOMMENDED BY THE 

COMMITTEE. 

In estimating the cost of the new buildings, the elementary build- 
ings have been figured at $7,000 per class-room, while the intermediate 
schools have been figured at $7,500 per class-room. 

The total cost of the new buildings recommended, together with 
sites, is $2,650,000. In addition to this amount it will be necessary to 
provide for expensive repairs and reconstruction in many of the poorer 
buildings, which cannot, even after this program has been carried out, 
be abandoned. It is also to be expected that the growth in school 
population and the development of many sections of the city will call 
for some other building which it is impossible to foresee at the time of 
making this report. It will, therefore, be necessary in the judgment 
of the Survey Committee, in order to carry forward any adequate 
building program, to provide $600,000 a year for each of the next five 
years. At the end of the five-year period this program should have 
been completely carried out. It will be necessary after the first issue 
of bonds for $600,000 to make provision for their payment and it must 
not be forgotten that the building program proposed, together with 
the additional educational facilities supplied, will entail a considerably 
larger maintenance cost than that which is now provided. 

A table showing the building program recommended, together 
with estimates of the costs, is given below: 



190 REPORT OF SCHOOL SURVEY 

ESTIMATE OF COSTS OF NEW SCHOOL ACCOMMODA- 
TIONS WHICH SHOULD BE PROVIDED DUR- 
ING THE NEXT FIVE YEARS. 

Schools to Be Completed If Possible During the First Two Years. 

4 Intermediate Schools — 

1. In Ward 1 accessible to the Phalen Park-Harrison- 

Cleveland-Ericsson-Grant Schools. 

2. In Ward 6 accessible to the Lafayette-Crowley-Hen- 

dricks-Douglas-Garfield Schools, 

3. Ward 5 accessible to the Jefferson-Davis-Monroe- 

Adams Schools, preferably nearer the Davis School. 

4. In Ward 7 accessible to the Webster-Hill-Neill-Ir- 

ving-Maxfield-McKinley Schools. 
4 schools, 30 rooms each, at $7,500 per room $900,000 

A Technical High School planned to accommodate ultimately 
1,500 pupils, located centrally in the district now accom- 
modating elementary school pupils in the Drew, Jackson, 
Scheffer, Gorman, Whittier and Smith Schools. (It is 
to be noted that this school will provide intermediate 
school facilities for children in this region as well as a 
technical high school course.) 

A 30-room unit to be constructed immediately at a cost of 

$7,500 per room 225,000 

An elementary school in the territory accessible to the chil- 
dren of the Lafayette, Crowley and Edison Schools. 

32 rooms at $7,000 per room 224,000 

Schools to Be Constructed During the Third and Fourth Years. 

2 elementary schools, providing for the children now enrolled 
in the Jefferson, Monroe, Adams and Davis Schools ; one 
near the location of the Monroe School, another near the 
present location of the Adams School. 

A total of 54 rooms at $7,000 per room $378,000 

An 8-room building near the site of the present cottage build- 
ings at Homecroft. 

8 rooms at $7,000 per room 56,000 

An addition to Ames School to provide for this rapidly 

growing region. 
4 rooms at $7,000 per room 28,000 



1 
1 



m 



CONSTRUCTION OF NEW BUILDINGS 191 

An elementary school to provide for the children now in at- 
tendance in the Neill, Webster, Hill, Irving and McKin- 
ley Schools. 

16 rooms at $7,000 112,000 

The additional funds available during this two-year period will be 
needed to carry out a program of reconstruction, re-equipment and 
extraordinary repairs which are necessary if the older and less ade- 
quate elementary school buildings are to be put in good condition. 

To Be Completed If Possible by the End of the Fifth Year. 

An elementary school to provide for children now enrolled in 
the Drew-Jackson district involving the abandonment of 
the Jackson School. 

32 rooms at $7,000 per room $224,000 

An addition to the Galtier School. 

4 rooms at $7,000 per room 28,000 

A fifth intermediate school providing for the children attend- 
ing the Hancock, Galtier, Tilden and Baker Schools. 

30 rooms at $7,500 per room 225,000 

It is probable that there will need to be a new school started in the 
vicinity of the Randolph Street-Cleveland Avenue Junction, and that 
repairs, reconstruction and re-equipment will more than exhaust any 
funds still available from the bond issue of $600,000 a year recom- 
mended. 

SUMMARY OF THE ESTIMATE OF THE COSTS OF BUILD- 
INGS TO BE ERECTED DURING THE NEXT 
FIVE YEARS. 

During the First Two Years. 

4 Intermediate Schools $900,000 

1 Technical High School 225,000 

1 Elementary School 224,000 

$1,349,000 

During the Third and Fourth Years. 

5 Elementary Schools or additions to elemen- 
tary schools $574,000 574,000 



192 REPORT OF SCHOOL SURVEY 



To Be Completed If Possible By the End of the Fifth Year. 

1 new elementary school $324,000 

1 addition to elementary school 28,000 

1 intermediate school 225,000 

$477,000 

Estimate of costs of sites for these buildings 250,000 

Provided for reconstruction and re-equipment. . . . 350,000 

Total $3,000,000 

In making the above estimate of building costs and in recom- 
mending the location of the various buildings to be constructed, the 
Survey Committee has used such data as could be collected with re- 
spect to density and trend of population, the condition and overcrowd- 
ing of school buildings, together with such evidence as is available 
concerning building costs in Saint Paul and in other cities. The Com- 
mittee recognizes that modifications of these recommendations may be 
necessary during the period proposed for the carrying out of the pro- 
gram. It will always be the duty of the administration to study care- 
fully the needs of the school system and to take account of changes 
in distribution of population or with respect to the adequacy of school 
accommodations in the various sections of the city which cannot be 
definitely foreseen. 



SITES. 

The building estimates that have been given in the preceding ta- 
bles estimate $250,000 as the cost of sites. It is not the function of 
this Survey Committee to select the definite site for the location of any 
of the proposed new buildings. The general locality in which such 
buildings should be located has been indicated. The city of St. Paul 
covers an area of 54^ square miles. Much open property still exists. 
Though in some cases it may be necessary to purchase sites upon 
which buildings stand, it is surely possible in other instances to secure 
sites free from houses or with comparatively few buildings on them. 

The average value per acre of land in the wards of the city, as 
given by the Commissioner of Public Works, may be one criterion for 
determining what the sites should cost. 



CONSTRUCTION OF NEW BUILDINGS 193 



TABLE XLlll. 

Average 
Ward ' Value 

Per Acre 

1 $1,973 

3 779 

3 S:),260 

4 109,445 

5 1,651 

6 1,620 

7 1,711 

8 3,639 

9 2,845 

10 1,867 

11 1,557 

12 1,443 

The city 3,480 

Table XLIV shows the amounts paid for land for school sites 
since 1897. The prices paid for spacious grounds for the Finch and 
Lindeke Schools do not seem excessive. It is realized that these are 
in the outlying sections of the city. 



TABLE XLIV. 
Land Purchased for Grade School Purposes Since 1897. 

1900 Longfellow— 1 lot for addition $900 

1901 Mound Park— site 1,500 

" McKinley— " 14,050 

1902 Davis— " 3,000 

" Douglas— " 2,000 

1903 Phalen Park— " 2,500 

1905 Hill 6,100 

" Hancock 2,500 

1907 Sibley 1,600 



194 



REPORT OF SCHOOL SURVEY 



TABLE XLIV— Continued. 

1908 Longfellow 2,400 

" Ericsson 3,800 

Hill 4,500 

Scheffer 3,175 

Jackson 3,320 

Galtier 6,400 

Gordon 9,850 

1915 Lindeke— site 6,510 

" Drew 17,375 

" Harrison 350 

" Maxfield 4,375 

" Finch— site 7,500 

" Ames 2,100 

" Sheridan 1,425 



1909 



1910 



$98,180 



The Survey Committee is in a position to estimate only, roughly 
the total amount of money needed for the purchase of the required 
sites for the buildings proposed. A maximum of $250,000 will prob- 
ably provide sufficient land. The sale of the sites and schools which 
are abandoned will possibly decrease this maximum. This maximum, 
however, is surely not an excessive amount considering that in a city 
whose population has grown approximately 100,000 since 1897, only 
$100,000 have been spent for additional elementary school sites during 
the same period. 

The Survey Committee wishes to emphasize again the desirability 
of obtaining sites which will furnish sufficient pla3^ground area for all 
children. 



1 



STATISTICAL INFORMATION 195 



HOW ADEQUATELY DOES ST. PAUL SUPPORT PUBLIC 
EDUCATION AS COMPARED WITH OTHER CITIES? 

The need for an expenditure of $3,000,000 for the sake of furnish- 
ing adequate school accommodations in St. Paul has been established. 
The question which remains to be asked is, can St. Paul afford it? For 
the purpose of finding the answer to this question, the cost of educa- 
tion in St. Paul has been compared with the cost of education in 
twenty-four other cities of the United States ranging from about 125,- 
000 to about 400,000 in population.* These cities were chosen from 
those available in the Statistics of Cities, issued by the United States 
Census Bureau, by taking the twelve northern and western cities that 
are just greater than St. Paul in population, and the twelve northern 
and western cities that are just below St. Paul in population. 



WEALTH AND TAX RATE IN ST. PAUL. 

The most fundamental question to be answered by one who would 
reach a decision with respect to the ability of St. Paul to provide ade- 
quate school accommodations is to be found in a comparison of the 
per capita wealth and the rate of taxation of St. Paul with other cities 
in the United States. Table XLV shows the assessed wealth per 
capita, the basis of assessment, the real wealth per capita, the rate per 
thousand dollars of assessed valuation, and the rate per thousand dol- 
lars of estimated value of property. It is to be noted that these figures 
are compiled by experts from the United Census Office, who visit the 
cities in question and make their report only after careful investiga- 
tion. The figures are therefore to be considered as compiled upon the 
same basis, and are comparable. 



* These cities are : Oakland, California ; Grand Rapids, Michi- 
gan; Minneapolis, Minnesota; Indianapolis, Indiana; Fall River and 
Worcester, Massachusetts; Kansas City, Missouri; Omaha, Nebraska; 
Jersey City, Newark and Paterson, New Jersey ; Rochester and Syra- 
cuse, New York ; Cincinnati, Columbus and Toledo, Ohio ; Portland, 
Oregon; Scranton, Pennsylvania; Providence, Rhode Island; and 
Seattle and Spokane, Washington. 



196 



REPORT OF SCHOOL SURVEY 



TABLE XLV. 



Estimated Real Value and 
Property in St. Paul 



Rate of Taxation on the Real Value of 
and Twenty-four Other Cities.f 



-"5 
0.2 



(V a 

■Ji aj 

M ^ 
01 

m a. 

Cincinnati=^' $1,489.22 

Newark* 1,036.22 

Washington 1,192.69 

Minneapolis* 759.61 

Seattle .*. 701.45 

Jersey City 938.08 

Kansas City, Mo.. . 756.80 

Indianapolis 925.46 

Portland, Ore 1,210.04 

Denver 1,644.32 

Rochester** 984.95 

Providence 1,411,51 

St. Paul 712.92 

Columbus 1,348.31 

Oakland 760.84 

Toledo 1,356.60 

Worcester 1,103.65 

Syracuse** 1,047.22 

New Haven 1,067.72 

Scranton 597.13 

Spokane 655.43 

Paterson 812.35 

Omaha 282.13 

Fall River 817.28 

Grand Rapids 918.71 



o S 


ct-w 


o ^ 
'-^ to 


o cd 
^> 

2 S a 

Ml 


100 


$1,489.22 


$15.01 


$15.01 


100 


1,036.22 


18.15 


18.15 


69 


1,740.39 


15.00 


10.28 


36 


2,126.57 


25.42 


9.08 


45 


1,558.78 


34.27 


15.42 


100 


938.08 


13.47 


13.47 


50 


1,513.60 


25.21 


12.60 


60 


1,542.43 


16.65 


9.99 


67 


1,800.39 


17.05 


11.40 


100 


1,644.32 


10.96 


10.96 


80 


1,231.19 


20.44 


16.35 


100 


1,411.51 


12.80 


12.80 


35 


2,055.12 


21.79 


7.56 


100 


1,348.31 


10.93 


10.93 


60 


1,268.07 


27.75 


16.65 


100 


1,356.60 


10.74 


10.74 


100 


1,103.65 


16.87 


16.87 


91 


1,150.79 


18.22 


16.57 


100 


1,067.72 


17.23 


17.23 


80 


746.41 


15.82 


12.66 


50 


1,310.83 


20.00 


10.00 


100 


812.35 


12.83 


12.83 


20 


1,410.65 


56.47 


11.29 


100 


817.28 


20.06 


20.06 


100 


918.71 


16.58 


16.58 



Includes county corporation. ** Includes county supervisors' 



fund. 



t Bureau of the Census, Financial Statistics of Cities 1915: 318 ff. 



STATISTICAL INFORMATION 19"? 

It will be noted from this table that St. Paul stands second from 
the top in real wealth per capita, and that the tax rate upon this basis 
is the lowest of any city in the group used for purposes of comparison. 
It appears, therefore, that from the standpoint of wealth and from the 
standpoint of the taxes now paid, St. Paul can afford to increase her 
expenditures for schools. 



PER CAPITA NET DEBT OF ST. PAUL. 

It is conceivable that a city might compare most favorably with 
other cities in its per capita wealth, and still feel unwilling to increase 
its expenditures on account of the large debt already incurred. Of 
course if this debt were very large it would appear in the tax rate. It 
has seemed wise, however, to compare the total net debt and the per 
capita debt of St. Paul with other cities. Table XLVI presents this 
comparison. 

TABLE XLVI. 

Total and Per Capita Net Debts of St. Paul and Twenty-four Other 
Cities at the Close of the Year 1915.** 

Per Capita 
City Total Net Debt Net Debt 

Cincinnati $59,838,774 $148.79 

Newark 36,960,935 94.99 

Washington 6,223,000 17.48 

Minneapolis 19,007,340 55.34 

Seattle 31,029,175 99.12 

Jersey City 19,521,336 66.53 

Kansas City 9,767,633 34.32 

Indianapolis 4,850,044 18.67 

Portland 16,021,921 61.72 

Denver 908,315 3.70 

Rochester 11,570,460 47.21 

Providence 13,523,078 55.46 

St. Paul 10,560,217 44.60 

Columbus 10,043,554 49.10 

* Net debt is funded and floating debt less sinking fund assets. 
** From Bureau of the Census Financial Statistics of Cities. 
1915: 296 ff. 



198 REPORT OF SCHOOL SURVEY 



TABLE XLVI— Continued. 



Per Capita 

City Total Net Debt Net Debt 

Oakland $9,926,885 $53,11 

Toledo 10,000,094 54.31 

Worcester 7,538,527 47.86 

Syracuse 8,975,599 80.10 

New Haven 4,235,777 29.31 

Scranton 2,536,931 17.95 

Spokane : 7,763,793 57.23 

Paterson 4,739,453 35.02 

Omaha 15,290,814 114.73 

Fall River 5,049,033 40.25 

Grand Rapids 3,785,642 30.56 

Rank of St. Paul 16 



It will be seen that St. Paul ranks sixteenth out of the twenty-five 
cities used for comparison, and that her per capita net debt is not large 
as compared with the other cities. 



CITY MAINTENANCE AND SCHOOL MAINTENANCE. 



The situation such as one finds in St. Paul may be explained by 
inquiring what part of the total expenditure for city maintenance is 
used for the running of the schools. Table XLVII compares the per 
capita expenditure for city maintenance, including schools, with the 
per capita expenditure for school maintenance, and shows the per cent 
of the city's maintenance expenditures devoted to schools. 



I 



STATISTICAL INFORMATION 199 



TABLE XLVII. 

Comparison of St. Paul and Twenty-four Other Cities With Respect 
to Per Capita Expenditures for City Maintenance, School Main- 
tenance, and the Peir Cent of Total City Maintenance Expendi- 
tures Devoted to Schools. 



Cincinnati 

Newark 

Washintgon ....', 
Minneapolis . . . . , 

Seattle 

Jersey City 

Kansas City, Mo. 

Indianapolis 

Portland, Ore. . . . 

Denver 

Rochester 

Providence 

St. Paul 

Columbus 

Oakland ...,..., 

Toledo 

Worcester 

Syracuse 

New Haven 

Scranton 

Spokane 

Paterson 

Omaha 

Fall River 

Grand Rapids . . 
Rank of St. Paul, 



<u 

ass 


01 (U 


0) 

c o 

<L > 
-w <D 

^■2-3 


o o 3 


no 

o o 




22.38 


5.88 


26/6 


22.32 


6.83 


30.<; 


26.91 


6.94 


25.8 


18.57 


6.43 


34.6 


20.15 


5.42 


26.9 


13.51 


5.05 


37.4 


17.47 


6.18 


35.3 


15.51 


5.08 


32.? 


15.49 


5.58 


36. 


18.72 


5.54 


29.6 


19.08 


5.31 


27.8 


17.07 


5.02 


29.4 


15.82 


4.72 


29.8 


13.76 


5.13 


37.3 


18.17 


7.40 


40.7 


13.27 


5.16 


38.9 


19.61 


6.77 


34.5 


16.03 


4.49 


28. 


15.24 


5.85 


38.4 


10.54 


4.69 


44.5 


13.33 


4.96 


37.2 


11.65 


4.57 


39.3 


15.72 


5.93 


37.8 


14.26 


5.18 


36.3 


14.05 


5.89 


42.0 


13 


22 


18 



200 



REPORT OF SCHOOL SURVEY 



It will be observed from this table that St. Paul stands twenty- 
second out of twenty-five in the per capita expenditure for school 
maintenance, and eighteenth out of twenty-five in the per cent of city 
maintenance devoted to schools. 

The whole situation is possibly best understood when we com- 
pare the per capita cost for each of the several purposes for which the 
city spends money, in order to discover which of the several functions 
of government are best supported. Table XLVIII gives this infor- 
mation. 



TABLE XLVIII. 

Rank of St. Paul Among Twenty-Five Cities in Items of Expenditure 

for City Maintenance. 



Per Capital Cost For 



St. Paul 



Items 



General Government 1.15 

Police Department 1.44 

Fire Department 2.06 

Sanitation, Health 1.42 

Streets 2.79 

Charities, Hospitals and Cor- 
rections 52 

Schools 4.72 

Art Galleries, Museums and* 

Libraries 30 

Parks, Playgrounds 92 

General and Miscellaneous. . . .48 

Total per capita cost 15.80 

Interest on public debt 2.92 

Total per capita rate 18.72 







Rank of St 


25 Cities 


Paul in 






Amount 
Spent 


Average 


Median 


1.50 


1.23 


15 


1.66 


1.57 


16 


1.82 


1.81 


4 


1.57 


1.39 


12 


2.13 


2.07 


6 


.88 


.68 


15 


5.58 


5.42 


22 


.26 


.24 


9 


.65 


.60 


7 


.63 


.60 


20 


16.68 


15.61 


13 


3.26 


2.96 


14 



1 



19.94 



18.57 



13 



STATISTICAL INFORMATION 201 

It will be observed from this table that St. Paul stands fourth in 
the amount spent per capita for its fire department, sixth in the amount 
spent for streets, seventh in the amount spent for parks and play- 
grounds, ninth in the amount spent for art galleries, museums, and 
libraries, twelfth in the amount spent for sanitation and health, fif- 
teenth in the amount spent for charities, hospitals, and corrections, 
fifteenth for the general expenses of government, sixteenth in the 
amount spent for the police department, twentieth in general and mis- 
cellaneous expenditures, and twenty-second in the amount spent for 
schools. It appears, therefore, that as compared with other cities, the 
schools of St. Paul fare worse than any other department of the gov- 
ernment. 



COST PER PUPIL IN AVERAGE DAILY ATTENDANCE. 

- It is conceivable that a city might devote a relatively small pro- 
portion of its available revenue for schools and still maintain them 
adequately by virtue of the very large amount of money raised by 
taxation. The possibility of maintaining an adequate system of 
schools is, however, determined in large measure by the amount of 
money per pupil in average daily attendance. Table XLIX shows the 
total amount spent for school maintenance in twenty-five cities, the 
average daily attendance in each of them, and the cost per pupil in 
average daily attendance. 



202 



EEPORT OF SCHOOL SURVEY 



TABLE XLIX. 

1914-15. 

School Maintenance Cost Per Pupil in Average Daily Attendance in 
St. Paul and Twenty-Two Other Cities. 



Total School 

Maintenance 

Cost 

Cincinnati $2,123,128 

Newark 2,898,997 

Washington 2,323,239 

Minneapolis 2,317,698 

Seattle 1,903,967 

Jersey City 1,553,073 

Kansas City 1,827,628 

Indianapolis 1,509,755 

Denver 1,442,642 

Rochester 1,366,103 

Providence 1,257,808 

St. Paul 1,130,442 

Columbus 1,209,436 

Oakland 1,431,128 

Toledo 1,038,315 

Worcester 1,039,956 

Syracuse 710,445 

Scranton 697,983 

Spokane 821,409 

Paterson 618,344 

Omaha 837,836 

Fall River 625,362 

Grand Rapids 764,398 





Cost Per Pu- 


Average Daily 


pil in Average 


Attendance 


Daily At- 


1914-15 


tendance 


40,181 


$52.84 


61,083 


47.46 


48,016 


48.38 


42,383 


54.68 


30,621 


62.18 


34,015 


45.66 


34,749 


52.60 


26,176 


57.68 


28,210 


51.14 


26,141 


52.26 


29,344 


42.86 


24,732 


45.71 


24.574 


49.22 


23,216 


61.64 


24,627 


42.16 


22,125 


47.00 


18,844 


37.70 


19,755 


35.33 


14,966 


54.89 


19,284 


32.06 


16,938 


49.46 


14,197 


44.05 


14,730 


51.89 



Rank of St. Paul. 



16 



From this table it will be observed that the cost per pupil in aver- 
age daily attendance in St. Paul in 1914-15 was $45.71. St. Paul ranks 
sixteenth among this group of cities. It is not probable that the citi- 
zens of St. Paul would be willing to acknowledge that they were sat- 
isfied with an education poorer than that offered in the fifteen cities 
which exceed them in the amount of money spent. 



\ 



STATISTICAL INFORMATION 205 

It will be observed from a study of this table that the per capita 
expenditure, on the basis of average daily attendance, is extremely low 
for St. Paul for administration, for text-books, stationery and other 
supplies, for the salaries of principals and supervisors, and for the sal- 
aries of teachers. In the expenditure per pupil in average daily at- 
tendance for fuel, water, light, power, and janitors' supplies, St. Paul 
ranks fourth. For wages of janitors and other employees (excluding 
teachers), St. Paul ranks twelfth. For maintenan'^.e, repairs, and re- 
placements of buildings, her rank is eighth. Stating the situation 
somewhat differently, in those items of expenditure which may be 
thought to determine the quality of educational opportunity, St. Paul 
ranks low. 

It has been thought well to discuss the question of maintenance of 
schools, as has been done above, even though the major problem con- 
fronting the city may seem to be that of outlays or permanent invest- 
ment in buildings. If any adequate educational program is to be un- 
dertaken, if new schools and better opportunities are to be provided, 
more money will have to be spent for the maintenance of schools. To 
bring the school maintenance expenditures (running expenses, exclud- 
ing outlays for buildings, equipment, etc.) of St. Paul up to the mid- 
dle city of the group with which comparison has been made above, it 
will be necessary for St. Paul to spend annually almost $100,000 more 
than she now has available. 

It is especially to be noted that St. Paul ranks low in salaries paid 
on account of administrative officers, supervisors, principals and 
teachers. With the increased cost of living, which has reduced the 
buying power of the salaries paid by a percentage most conservatively 
estimated at from one-fifth to one-third, it is necessary to increase sal- 
aries all along the line in order to be fair to teachers now in the service 
and in order to meet the competition with other cities in which sal- 
aries have been and are being increased. Increases in salaries alone 
may be expected to require an addition to the funds available for 
maintenance of at least $100,000 annually. 

MONEY SPENT FOR SCHOOL BUILDINGS. 

St. Paul is not only low in the amount of money spent for the 
maintenance of schools, but it is also extremely low in the amount of 
money which has, been invested in school buildings during the sixteen 
years from 1899 to 1915, for which data are available. Table LI 
shows the per capita expenditures for school buildings from 1899 to 
1915 in St. Paul as> compared with other cities. 



Other Cities. 

■d 1910 1911 1912 191:] 1915 Total 

4 $3.;]0 $2.80 $1.4G $1.57 $0.69 $20.29 

8 1.99 3.12 2.55 3.48 1.97 26.34 

9 • 2.03 2.83 2.22 1.14 1.81 22. H) 
|0 2.46 1.88 4.39 4.31 1.86 23.50 

6 2.61 1.30 2.13 2.10 ^ 1.70 32.47 

1 1.66 2.57 2.28 1.95 " 1.06 21.65 

9 .77 1.4G 2.02 3.14 5.00 28.64 

.94 1.03 1.56 1.52 1.11 15.59 

3.21 2.40 5.23 5.02 3.63 35.40 

1.14 1.61 2.01 2.21 .20 19.24 

.60 .65 1.16 1.30 1.95 15.24 
I) .62 .12 .28 .28 .50 9.68 

8 3.22 2.04 .57 .55 .21 11.09 

9 .75 1.21 .63 .62 1.11 11.35 

1 .42 1.22 4.38 4.28 4.39 33.14 
4 .46 1.02 3.59 3.55 2.34 19.49 
.72 .51 .81 .52 2.80 12.61 

2 .86 .58 .24 .34 1.21 12.57 
■I 1.11 1.26 1.60 1.61 1.24 1546 
;". 1.03 1.56 .46 .45 .60 12.69 

3 4.54 1.39 3.62 3.47 .82 35.15 
9 2.68 1.28 1.20 1.16 .86 15.28 

1.96 3.74 3.50 3.49 .18 20.11 

2 .95 1.49 1.79 1.13 .23 10.65 

9 3.49 1.83 .83 .29 3.86 17.60 



4 7 22 20 23 23 

4.54 3.74 4.39 5.02 5.00 35.40 

.42 .12 .24 .28 .18 9.68 

1.74 1.64 2.01 1.94 1.65 19.89 



]S!)0 

Cincinnati $().;)? 

Newark l-^O 

Washington "'^ 

Minneapolis •' i 

Seattle ^'^ 

Jersey City 1-51 

Kansas City, Mo 00 

Indianapolis •-1''' 

Portland, Ore 57 

Denver •1'^ 

Rochester .-^6 

Providence 1.05 

St. Paul 00 

Cokimbus ' .75 

Oakland 37 

Toledo . 1.49 

Worcester 1.16 

^Syracuse .51 

New Haven .00 

Scranton 1.05 

Spokane 1.2G 

Paterson 00 

Omaha ..'51 

Fall River 73 

Grand Rapids .17 

Rank of St. Paul 21 

Highest 1.51 

Lowest 00 

Average 62 



TABLE LI. 
Per Capita Expenditures for School Outlays From 1899 to 1915 in St. Paul and Twenty-Four Other Cities. 

l'*00 1901 1902 1U03 1904 1905 1906 190: 190S 1909 1910 



1911 



1912 



191:5 



1915 



Total 



$0.12 


$0.00 


$0.46 


$0.16 


$0.06 


$0.25 


$1.20 


$1.71 


$2.60 


$3.54 


$3.;io 


$2.80 


$1.46 


$1.57 


$0.69 


$20.29 


.31 


1.38 


.08 


.81 


.82 


1.14 


2.24 


2.02 


2.15 


1.88 


1.99 


3.12 


2.55 


2.48 


1.97 


26.34 


.59 


.47 


1.02 


1.05 


. ( •) 


.72 


.56 


1.27 


2.4S 


2.59 


2.o:! 


2.83 


2.22 


1.14 


l.Sl 


22.10 


.70 


.65 


.11 


i.:i8 


.48 


.42 


.61 


1.02 


l.S(i 


l.OO 


2.16 


1.88 


4.39 


4.31 


1.86 


23.50 


.68 


.92 


2.52 


3.26 


1.86 


2.:51 


2.01 


2.65 


3.1:5 


2.5(5 


2.61 


1.30 


2.13 


2.10 


1.70 


32.17 


.34 


.55 


.77 


.85 


.84 


1.43 


1.14 


1.62 


1.07 


2.01 


1.66 


2.57 


2.38 


1.95 


1.06 


21.65 


.01 


1.95 


.52 


2.09 


.90 


2.00 


2.83 


1.79 


2.:57 


1.79 


. 1 t 


1.46 


2.02 


3.14 


5.00 


28.6 1 


.54 


.70 


1.12 


.41 


1.70 


1.50 


.32 


1.09 


.80 


.80 


.91 


1.03 


1.56 


1.52 


1.11 


15..V.) 


.45 


.39 


.43 


1.22 


1.91 


1.23 


1.23 


2.89 


2.88 


2.71 


3.21 


2.40 


5.23 


5.02 


3.6:5 


:55.1U 


.33 


.90 


.70 


1.7:5 


.91 


1.69 


1.48 


.78 


2.24 


.8:5 


1.14 


1.61 


2.01 


2.21 


.20 


19.21 


.62 


.77 


1.43 


1.21 


1.18 


.88 


.60 


.87 


.96 


.70 


.60 


.65 


1.16 


1.30 


1.95 


15.21 


.49 


.25 


.4:5 


.03 


.22 


.99 


1.29 


1.06 


1.18 


.89 


.62 


.12 


.28 


.28 


.50 


9.68 


.00 


.02 


.47 


.66 


.55 


.59 


.17 


•.61 


.45 


.98 


3.22 


2.04 


.57 


.55 


.21 


11.09 


.56 


.39 


.67 


.51 


.22 


.55 


.85 


1.06 


.58 


.89 


.7 5 


1.21 


.63 


.62 


1.11 


11.35 


.07 


.00 


.48 


.17 


2.82 


4.38 


2.87 


:5.6!) 


1.89 


1.71 


.42 


1.22 


4.38 


4.28 


4.39 


33.11 


.43 


.37 


.39 


.37 


.22 


.10 


.85 


.80 


l.:57 


2.11 


.46 


1.02 


3.59 


3.55 


2.34 


19.19 


1.28 


].07 


.65 


.25 


.04 


.21 


. .17 


.84 


.58 


l.no 


.72 


.51 


.81 


.52 


2.80 


12.61 


.41 


.77 


2.19 


1.10 


.19 


.1:5 


.37 


.84 


2.31 


.52 


.86 


.58 


.24 


.34 


1.21 


12.57 


.08 


.42 


1.81 


1.2 L 




.26 


1.06 


1.78 


1.20 


.82 


1.11 


1.26 


1.60 


1.61 


1.21 


15.46 


.55 


.83 


1.78 


.60 


.77 


.56 


.16 


1.8:5 


.2:5 


•>;; 


1.03 


1.56 


.46 


.45 


.60 


12.69 


1.26 


.81 


1.39 


3.76 


2.40 


.12 


.84 


2.56 


:'..68 


3.2:5 


•1.54 


1.39 


3.62 


3.47 


.82 


35.15 


.59 


1.22 


.06 




.38 


1.59 


.17 


.71 


1.59 


1.19 


2.68 


1.28 


1.20 


1.16 


.86 


15.28 


1.02 


.94 


1.07' 


.15 


.27 


.02 


.07 


.41 


1.23 


1.75 


i.9r, 


3.74 


3.50 


3.49 


.18 


20.11 


.38 


.54 


.04 




.20 


.46 


.62 


.60 


.97 


.52 


.95 


1.49 


1.79 


1.13 


.23 


10.65 


.17 


.06 


.23 


.28 


.09 


.44 


.52 


.94 


2.31 


2.09 


.'5.19 


1.8:5 


.83 


.29 


3.86 


17.60 


25 


23 


16 


i:5 


i;5 


1:5 


22 


2:5 


24 


Hi 


4 


7 


22 


20 


23 


23 


1.28 


1.95 


2.52 


:).7 6 


2.82 


4.38 


2.87 


3.69 


3.68 


3.. 54 


4.54 


3.74 


4.39 


5.02 


5.00 


35.40 


00 


.00 


.04 


.00 


.00 


.02 


.07 


.41 


.23 


.23 


.42 


.12 


.24 


.28 


.18 


9.68 


.48 


.65 


.83 


.93 


.79 


.96 


-.98 


1.42 


1.68 


1.55 


1.74 


1.61 


2.01 


1.94 


1.65 


19.89 



STATISTICAL INFORMATION 207 

From this table it appears that during the period covered St. Paul 
has spent a total of $11.09 per capita for school buildings. During the 

same period MinneapoHs has spent $23.50; Newark, New Jersey, 
$26.34; Seattle, $32.47; Portland, Oregon, $35.40, and Spokane, $33.15. 
Among the twenty-five cities used for purposes of comparison, St. 
Paul ranks twenty-third, the only two cities which have spent less be- 
ing Providence, Rhode Island, and Fall River, A'lassachusetts. It "s 
not remarkable when one examines this table to understand why the 
school accommodations provided by St. Paul are so inadequate, nor 
why it is necessary at this time to spend $3,000,000 to bring the school 
plant somewhere near up to date. In order to bring St. Paul's expen- 
ditures for school buildings up to that of the middle city of this group 
for the period covered by the table, it would be necessary for St. Paul 
to spend $180,000. If the city were to take a higher rank, a corre- 
spondingly greater amount of money would be involved. 

Another way of measuring the adequacy of expenditure for school 
buildings is found in a comparison which shows the money spent for 
buildings per day of attendance. If there were few children to be 
educated, or few children in attendance, it might be argued that i 
small expenditure per capita of population did not necessarily carry 
with it inadequate provision in buildings. Table LII gives the com- 
parison worked out on the basis proposed. 



208 



REPORT OF SCHOOL SURVEY 



TABLE LII. 

Total School Expenditures for Outlays From 1899 to 1915 Per Aver- 
age Day of Attendance. 



O 13 il s, 

<oO *- cu -a 

City ^-^. Z4i a^ 

-_ C clLO ?? cm <u Si 

^ o m ctf ••- c 

«> o bo O j^'g a, 

22°"- (u2^ ^Hftcd n 

OoS >-gS 3>^^ rt 

Eh M-i <! cc-i OK o K 

Portland, Ore $6,552,334. 2,995,350 $2.19 1 

Oakland 4,257,673 2,354,982 1.81 2 

Spokane 2,966,694 1,680,332 1.77 3 

Seattle 5,769,846 3,344,289 1.73 4 

Kansas City, Mo 6,403,411 4,650,359 1.38 5 

Newark 8,583,348 7,346,435 1.17 6 

Minneapolis 7,035,953 6,560,578 1.07 7 

Jersey City 5,529,700 5,163,455 1.07 S 

Cincinnati 7,465,253 7,011,908 1.06 :) 

Washington 7,086,878 7,322,500 .97 10 

Omaha 2,490,738 2,750,195 .91 11 

Toledo 3,272,089 3,648,519 .90 12 

Rochester 3,041,434 3,821,335 .80 13 

Indianapolis 3,466,692 4,404,850 .79 14 

Denver 3,482,009 4,444,912 .78 15 

Grand Rapids 1,958,196 2,531,372 .77 16 

Paterson 1,842,700 2,937,500 .63 17 

Columbus 1,898,564 3,258,209 .58 18 

ST. PAUL 2,329,180 4,202,943 .55 19 

New Haven 1,879,895 3,584,488 .52 20 

Fall River 1,223,418 2,385,753 .51 21 

Worcester 1,750,174 3,509,034 .50 22 

Scranton 1,427,309 2,895,239 .49 23 

Syracuse 1,561,304 3,270,497 .48 24 

Providence 1,990,970 4,408,595 .45 25 

* Expenditures for 1914 not included because of the fact that the 

Bureau of the Census did not publish the comparative figures for this 
year. 

** Includes every year from 1899 to 1915 except 1914. 



BOND 18.SUE RECOMMENDED 200 

It will be seen from an examination of this table that the expendi- 
ture for buildings per average day of attendance has been very small 
in St. Paul. There are only six cities which fall below St. Paul, while 
several of the cities have spent from two to four times the amount, 
per day of attendance, invested by St. Paul in school buildings during 
the period from 1899 to 191.5. 



THE NECESSARY INCREASE IN MAINTENANCE COSTS 

AND THE NEED FOR A BOND ISSUE IN ORDER 

TO PROVIDE FOR THE ERECTION 

OF NEW BUILDINGS. 

The following extract is from the City Charter of St. Paul : 
School revenue; limitation of cost of schools. — Sec. 394. Subject 
to the provisions of this charter and the laws of the state the council 
shall have power to levy and collect general property taxes or other 
revenues and to appropriate money for the support of said schools, 
provided that the whole amount appropriated by said council for all 
purposes whatsoever connected wdth the public schools shall not in 
any one year amount to a greater sum than $6 for each inhabitant of 
the City of St. Paul. In determining the number of said inhabitants the 
figures of the last United States census of population of the City of St. 
Pavil shall be taken as a basis, and for every year which has elapsed 
since the last United States census have been taken to the year in 
which said appropriations are made by said council, there shall be 
added to the census figures one-tenth of the difference between the 
United States census figures for the last census year and the United 
States census figures taken next previous to that census. Provided 
further that the qualified voters of St. Paul by a three-fifths affirmative 
majority of all the votes cast upon the proposition may at any time 
appropriate any amount in addition to said limitation to be used for 
permanent buildings for said schools. 

The recommendations of the Survey Committee include the ex- 
penditure within the next five years of $3,000,000 for new school build- 
ings and sites. The city charter limits the annual expenditures for 
school purposes to a sum not greater than $6 for each inhabitant of the 
city. It is granted that when a system of accounting is installed 
which will permit of complete analysis of costs that economies may be 
affected in present expenditures. No economy, however, that can be 
secured will obviate the necessity of a material increase in the amounts 



210 REPORT OF SCHOOL SURVEY 

that should be available for maintenance and operation expenses in 
St. Paul's growing school system. 

In the distribution of expenditures on a basis of average daily at- 
tendance St. Paul has been shown to rank low among twenty-five 
cities of her class. In order to rank even as the median or middle city 
of this group, an increase of approximately $100,000 must be made in 
the yearly budget for purposes merely of maintenance and operation. 
This increase may only be obtained by the elimination from the char- 
ter of the $6 per capita limitation. The present basis of computation 
does not permit of appropriation on the basis of actual population. In 
St. Paul are found many evidences of much more rapid growth during 
the present decade than occurred during the past decade. The $6 
allowance therefore is not an actual per capita allowance. The Sur- 
vey Committee recommends a charter revision whereby the Depart- 
ment of Education will no longer be hampered by this limitation in its 
attempt to secure a proper development of the school system. 

In order to provide the much needed buildings which are recom- 
mended by the Survey Committee, recourse is obviously necessary to 
the last clause in the above charter section. A bond issue is absolutely 
necessary.* The Survey Committee recommends, therefore, that 
bonds be issued as follows : 

First year $600,000 

Second year 600,000 

Third year 600,000 

F.ourth year 600,000 

Fifth year 600,000 

During the past two decades St. Paul's investment in school 
buildings as has been shown, has been most inadequate as compared 
with other larger cities. St. Paul occupies the twenty-third position 
when the expenditures for school buildings in twenty-five cities cover- 
ing a period of twenty years are considered. The situation demands, 
therefore, that an extraordinary investment be made at this time. The 
city has adequate wealth and should willingly assume the responsibil- 
ity of giving the children of the city the advantages that are being 
offered in the other large cities in the United States. 

April 15, 1917. 

* Note. In June, 1917, the taxpayers of St. Paul voted a bond 
issue of $3,000,000 for the purpose of carrying out the building recom- 
mendations of the Survey Committee. 



INSTKUCTIOX AXI> THE COURSE OF STUDY 31.1 



PART 11. 
INSTRUCTION AND THE COURSE OF STUDY. 

L. D. Cofifnian. 

Part II of the survey deals with the instruction and the course of 
study in the St. Paul schools. It is divided into five sections. Sec- 
tion 1 treats of the instruction in the first four grades ; section 2, the 
instruction in the last four grades ; section 3, instruction in the grades 
and high schools in general, as measured by certain standard tests 
and scales ; section 4, the course of study in the grades ; and section 5, 
the instruction and the course of study in the high schools. 

It is self-evident that it is more difficult to evaluate instruction 
and the course of study than it is to evaluate the various aspects of ad- 
ministration and organization, as there is less agreement as to the 
principles which should govern them. There are, however, at least 
three sources that furnish materials that may be used in judging in- 
struction and in estimating the merits of a course of study. These 
three sources are : first, the judgments of successful teachers ; second, 
established school practice ; and third, the actual achievements of 
pupils as shown by standardized tests and scales. All of these have 
been used freely and, we believe, consistently and fairly in the report 
which follows. 

No efifort will be made to point out and to describe types of in- 
struction. Those books on education which make such dififerentia- 
tions or distinctions do so largely for purposes of emphasis and nor 
because the distinctions are real and abiding. The types of instruc- 
tion so commonly described in educational literature are seldom ever 
discovered in their pure form in the school room, but mixed types are 
found in nearly every recitation. Many of the psychological princi- 
ples underlying instruction are known and could be described and 
illustrated in detail, but this task, pleasant as it would be, does not be- 
long to the surveyors. It is, however, a problem to which the teach- 
ers and supervisors should dedicate themselves. 

Materials and methods cannot be completely dissociated. The 
nature of every recitation is determined by the eiTects which the 
teacher is seeking to secure in the minds of the children and also by 



212 REPORT OF SCHOOL SURVEY 

the nature of the material. The very nature of Celia Thaxter's "The 
Little Sandpiper and I" would not permit it to be taught in the same 
way as the multiplication table of five's should be taught. This illus- 
tration is typical of many that might be given showing that the 
method of instruction is determined partly by the materials used. As 
a result of this inter-relation, the discussion of each subject will in- 
volve, to some extent, a discussion of the presentation of that subject. 
It may seem to the uninitiated that an over emphasis in part II 
has been given to problem teaching. Such an emphasis is clearly not 
the intention of the surveyors. They feel that the schools of St. Paul 
need to give more serious attention to devising and to discovering 
problems related to the interests of children, but they recognize on the 
other hand that organic society insists upon certain rather definite 
standards of attainment in the more mechanical phases of school work. 
In other words, there are definite habits and acquisitions in each of 
the subjects which cannot be ignored, and which the teacher must 
insist upon the children acquiring. The surveyors are of the opinion 
that teachers display their skill quite as much in making children feel 
that they need to know the things organic society demands as in dis- 
covering the things which children think they need to know. 

Clearly all the materials found in the curriculum should be justi- 
fied because of their immediate social utility, or because of their racial 
significance. Perhaps no one would question the first of these justifi- 
cations but in attempting to modernize schools there is very great 
danger that we shall forget that those materials which are of value to 
people over a wide extent of space and throughout a long period of 
time should be included in the curriculum. For example, arithmetic 
changes, the content of text books of arithmetic is not the same today 
as it was ten or twenty years ago, but its fundamental nature, its core, 
the things which make arithmetic arithmetic are essentially today 
what they were ten or twenty years ago. Consequently teachers are 
confronted with the obligation of discovering those educative ma- 
terials in situations which are due to the complexity and variety of 
modern social life and also with the obligation of discovering those 
things which persist in time and space, and which furnish us with 
common skills, common knowledge, common ideals and appreciations. 

A course of study, therefore, for the grades should contain those 
common elements which are necessary for mutual understanding and 
mutual intercourse. But the presentation of this course of study is 
essentially a teaching problem. Dififerentiations should be made in 
terms of abilities. Adjustments should occur to correspond to the 
aptitudes and capacities of children being taught. 



INSTRUCTION AND THE COURSE OF STUDY 313 

As a basis for reaching a conclusion concerning the instruction 
and general efficiency of the course of study, nearly five hundred reci- 
tations were observed. 

In order to obtain a fair survey of the field of instruction in the 
first four grades, in a city containing 54 schools and 287 primary 
grades, in two weeks' time, a plan had to be evolved by which the 
work could be viewed economically from several different angles. It 
seems wise that the reader of this report should have knowledge of the 
plan, and also of how the data were gathered upon which the conclu- 
sions and recommendations are based ; also that he should have clearly 
in mind certain principles of education which determined the point of 
view from which criticisms and suggestions have been made. 



I. INFORMATION WAS GATHERED AS FOLLOWS: 

By Direct Observation: i. e., attention was focused upon eleven 
schools selected as typical by the primary supervisor. Each 
school visited contained from six to fourteen primary grades, 
89 complete lessons were observed, and in 34 others enough 
time was spent to gather the spirit of the work. In all, more 
than 120 teachers and 3,600 children were studied under their 
usual working conditions. 

From the Children's Own Work. Each child present in the pri- 
mary grades in February, 1917, handed in a paper expressing 
his ideas upon a topic well within his experience, viz., *"How T 
have fun." The children of the second, third and fouith grades, 
who could write, spent a period not exceeding twenty-five min- 
utes in writing upon this subject. No help was given them. 
The directions of the teachers were uniform throughout the 
grades. The children in the first grade, who could not write, 
expressed their ideas on the same subject in drawing with col- 
ored crayon. 



* Note: This topic was chosen because it covers a vivid type of 
experience in the life of every child, and because at the time of the 
survey the Ice Carnival was in progress in St. Paul, and the entire city 
was in gala dress and given over to the play spirit — to enjoying all 
forms of wholesome winter sport. 



21-t REPORT OF SCHOOL SURVEY 

From the Teachers' Descriptions of Their Own Work, The pri- 
mary teachers described, in writing, the lesson or series of les- 
sons which they had given during the first semester which 
seemed the most satisfactory to them, and told what they con- 
sidered the good points in the teaching of these lessons to be. 

From the Written Criticisms and Discussions of the Teachers 

After Observing a Model Lesson By One of Their Number. 

A teacher in the fourth grade gave a lesson to all the third and 
fourth grade teachers in the city — a lesson in Reading. Follow- 
ing this lesson, the teachers wrote their criticisms of it, under the 
guidance of questions which were placed upon the blackboard and 
explained before the lesson began, as follows : 

"What did you observe in the lesson which mi'ght be of perma- 
nent value to the children? 

"What evidence did you find of good organization of the lesson 
material? 

"In what ways, if any, did the children show initiative? 

"What was the teacher's purpose in the lesson? The child's? 

"If you had been teaching the lessons, what would you have 
done differently?" 

The teachers were given fifteen minutes in which to answer 
these questions. After the papers were handed in, nearly two 
hours was given to an informal discussion of the lesson, in which 
the professional keenness, initiative, and individual points of view 
of the teachers became plainly apparent. 

Another day a first grade teacher taught a class of beginners 
before the first grade teachers of the city, and, in general, the 
same plan was followed, so that most of the primary teachers in 
St. Paul had the opportunity of looking at a piece of teaching from 
a common point of view, and they could not fail to understand the 
spirit of the criticisms made, and since they were all analyzing 
the lessons impersonally, with general educational principles in 
mind, for any mutual benefit and inspiration it might bring to 
them, incidentally, it gave the surveyor an opportunity to get the 
reaction of a large group of teachers to a particular stimulus, and 
a chance to judge of the quality of their professional acumen. 

From the Data Furnished by the Primary Supervisors, the Prin- 
cipals and Teachers. In addition to the direct method of ob- 
taining data outlined under the four headings above, much light 



INSTRUCTION AND THE COURSE OF STUDY 215 

was received from teachers, principals, and supervisors — partic- 
ularly from the latter, who gave most generously of their time 
and energy, and who cheerfully co-operated at every step by 
furnishing materials of all kinds, including the daily schedules 
of work, lists of supplementary reading, and the official bulle- 
tins sent out monthly from the superintendent's office. 

From Data Secured by Actual Tests Given the Pupils. 

Full description of tests and scales used is given later. 

All the foregoing methods, with the exception of requiring the chil- 
dren to write essays and the teachers to write a description of the les- 
son, were used in surveying the four upper grades. 



216 REPORT OF SCHOOL SURVEY 

SECTION I. 

Instruction in the First Four Grades. 
By 

Flora J. Cook. 



Arithmetic. 



The same dangers are noted in the instruction in Arithmetic as in 
the teaching of Reading. In this instance, stress is laid upon the 
knowledge of arithmetical facts and operations, — little upon the de- 
velopment of mathematical power to reason and judge and apply the 
facts and rules in solving live problems. The children know the num- 
ber facts and can combine and separate numbers accurately and rap- 
idly. But the problems given are usually of the type, "How many 
are 16 eggs and 6 eggs?" which have no mathematical signifiance than 
16 plus 6. 

It was noted several times that in a class of perhaps twenty chil- 
dren nearly all could give correct answers as fast as the teacher could 
frame the questions. They were interested and alert in the drill, 
with few exceptions. Nothing was done with these slow pupils in 
any class observed. They continued to fail. The time seemed to be 
given daily to drilling and reviewing children upon facts which many 
of them already knew, instead of allowing these pupils to apply their 
knowledge to problems relating to life, or to other parts of their school 
room work, which would demand the full use of their efifort and rea- 
soning ability. As proof that the drill method of instruction prevails 
to an overwhelming degree in the St. Paul schools, the following data 
are submitted : 

Twenty-seven teachers in the second grade, 23 in the third, and 
21 in the fourth described lessons in arithmetic as the most "satisfac- 
tory" given during the last semester. The titles of these lessons fol- 
low and speak for themselves. The written descriptions of the les- 
sons further emphasize the point that many of them were excellent 
drill exercises, but there is a remarkable scarcity of any other type of 
arithmetic lesson. 



INSTEUCTION IN THE FIRST FOUR GRADES 



217 



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218 REPORT OF SCHOOL SURVEY 

A possible eight of these lessons as described deal with materials 
used in life ; the others merely with finger manipulations. The number 
facts were often skillfully taught, but were not applied in any practi- 
cal way. One kind of memory training seems to be the chief outcome 
to be expected from this work. In the primary grades, where foun- 
dations are being laid, it seems clear that most of the emphasis in 
arithmetic should be upon work which will form good habits and cre- 
ate a right attitude of mind toward mathematical work. The prob- 
lems should be such as will teach the child to reason, judge, and 
measure naturally in problems which seem worth while to him. Ex- 
amples of such problems are the making of plans for articles, the mak- 
ing of articles themselves, out of cardboard and paper, — such as 
boxes, envelopes, books, for various useful purposes in the school. 
Such work furnishes excellent opportunity for applying mathemati- 
cal judgment and knowledge of the kind which little children easily 
grasp. The keeping of scores in games, the learning to tell time, see- 
ing the relation between time and distance in the various modes of 
transportation, the laying out and planting of a school garden plot, the 
making of simple pieces of apparatus and tools for measurement for 
experiments with water, air, soil, etc., are examples of live problem 
material. Most of the arithmetic text books published in the last few 
years for children are full of interesting and suggestive problems. St. 
Paul cannot afiford to lose any of the excellent results obtained by 
drill methods in arithmetic, but she can well afford to utilize the time 
now wasted in over-drilling primary children, especially those who 
have already gained good control of the tools — the facts, processes, 
and operations appropriate for children of their age. The time thus 
saved could be spent by them in applying their knowledge intelli- 
gently in solving problems which seem to them to be immediately 
worth while. Drill should co'nie as an aid in helping them to over- 
come obstacles between themselves and the desired goals. The best 
schools seem to place some extra emphasis upon drill exercises in the 
third and fourth grades after the children have found the need for 
rapidity and accuracy and have a good understanding of the simpler 
operations because they have learned them through their use in prac- 
tical problems which have arisen naturally in their play and work. 

Composition, Spelling and Penmanship. 

Unfortunatel3% the ''check" used in estimating the value of the 
other papers in Composition, Spelling and Penmanship, prepared by 
the children for the use of the survey stafif, was not easily adaptable 



INSTRUCTION IN THE FIRST FOUR GRADES 219 

for use upon the date obtained from the primary grades. Unfor- 
tunately again, judgment had to be based upon only one set of papers, 
namely, those which all the children wrote upon the topic, "How I 
have fun." 

No teaching, having improvement of written composition as its 
purpose, was observed, and no lesson in dictation or letter-writing, 
such as the bulletin on language suggests. No teacher described such 
a lesson as satisfactorily taught during the last semester. 

The penmanship lessons observed consisted entirely of Palmer 
method drills and all the writing periods on the program were given 
to these exercises. 

Though all the papers from the lower grades written upon the 
topic "How I have fun" were examined and roughly classified, only 
the tabulation of the work of the second grade is presented in this 
report. The second grade results were chosen because they were, on 
the whole, the best when looked at from every point of view. The 
third and fourth grade data average somewhat higher in spelling and 
penmanship, as would be expected, but the content material of the 
papers does not show a corresponding improvement. The second 
'grade papers compared most favorably with those of the older chil- 
dren in length, interest and originality. The paragraphing in the 
fourth grade work was better. 

Six hundred and sixteen second grade papers were examined and 
marked upon the standard explained below. Following are three pa- 
pers selected from these for illustration : 

Paper written by Nellie P., Second Grade, Crowley School. 

"How I Have Fun." 

I play house. I take my dolls out. I play that I am the mother 
and my brother is the father. I play that my dolls are the babys. I 
take my doll bed and put the dolls to sleep. Then I wake my dolls 
up. Then I take my doll and go outside. Then I take my dolls and 
put them to bed. Then the father comes home. Then we go down 
town and play we buy good things to eat. Then we take our dolls 
and go down town and buy candy in the store for the dolls. Then we 
go home and put the dolls to bed. Then it is time to go to bed. 

Paper written by Jerome E., Second Grade, Neill School. 
"How I Have Fun." 

I have fun at the Carnival playing. I have fun playing in the 
deep snow. A man throws me up in the air and I fall down in the 



220 REPORT OF SCHOOL SURVEY 

soft snow. We play Washington poke tag, and hide an go sej;k. In 
the summer we go down to the park and wade in the water bare- 
footed. We play baseball and tennis. We play football and every- 
thing. We climb trees. W^e make little boats. We go out on pic- 
nics and have lots of fun. We find little spparows. We make nests 
for them^. 

Paper written by boy, Second Grade— Hancock School — 

"Fun." 

I like to swim in the lake. I like to feed the chicens. I like to 
play house. I like to skate on the ice. I like to play in the snow. I 
like to turn summersaults. I like to play in the sand. I like to — on 
the horses back. I like to go on the merry go round. I like to play 
with the baby. I like to swing in hammocks. I like to swing in 'i 
swing. I like to go fishing with my grandpa. I like to go on the 
train. I like to play with the kitten. I like to play with rabbits. 

Content. Papers of the quality of those given above are marked 
"good" in content. One or two were better than these in some points. 
They were marked "excellent." 

Spelling, Misspelled words in the above illustrations are under- 
scored. Mistakes in capitalization and punctuations are not marked, 
but there were very few such mistakes in these papers. Considering 
the range which the subject covers and the free form of expression 
used, the papers given above were marked "excellent" in spelling. 
When a paper had not more than four misspelled words, it was 
marked "good." A paper with eight misspelled words was marked 
"poor," and more than eight misspelled words "very poor." 

Penmanship. The quality of penmanship found in the papers 
cannot be illustrated here, but when the writing was legible (easy to 
read), good in appearance, and the paper neat, the penmanship was 
marked "good." 

It is hoped that the explanations given above will make the data 
below intelligible. The table shows the grading of 616 papers from 
second grade children, using a period not exceeding 20 minutes, to 
write upon the topic "How I have fun." They were not given help 
during this period. 

Content Spelling Penmanship 

297 good or excellent 290 good or excellent 242 good or excellent 

211 fair 183 fair 224 fair 

108 poor or very poor 143 poor or very poor 150 poor or very poor 



INSTRUCTION IN THE FIRST FOUR GRADES 321 

Eighteen papers were marked "excellent" in some feature, and 31 
were, marked "very poor" in some feature. An interesting fact was 
that many of the good content papers were also good in spelling, but 
some of the most original and thoughtful papers were poor in penman- 
ship. 

These papers show that when the children of St. Paul are given 
a topic to write about which is filled with real experience, that more 
than fifty per cent earn a grade that is poorer than "good," that only 
forty-seven per cent of them are better than "fair" in spelling ; that- 
only thirty-nine per cent of them are better than "fair" in penman- 
ship. 

DRAWING IN PRIMARY GRADES. 

The time given to drawing in each of the first four grades is sixty 
minutes a week. A complete course of study in drawing could not be 
obtained. The supervisor stated that the conditions were being- 
studied at present, and that the old course would be much revised and 
improved. However, a copy of her directions to the teachers for the 
month of December was available. This with the results of the chil- 
dren's work in drawing as seen in the various classrooms, and a few 
discussions with the primary teachers, make it possible to give only a 
very fragmentary review of this phase of instruction. The work out- 
lined for December was, in all grades above the third, a bald state- 
ment of set problems of technique to be solved b}^ children during the 
month. 

It seems certain that this medium is used very rarely for free 
imaginative expression, and that drawing work is entirely unrelated 
to the geography, history and handwork. It is greatly to be hoped 
that such effective incentives to close observation as Drawing and 
Color Work, such powerful aids to clear imaging in the subjects of 
study will be more fully recognized in the education of the children. 

The little children in the first grade, who could not write, when 
asked to express themselves upon the subject, "How I have Fun" by 
drawing on paper with colored crayons, produced results interesting, 
enjoyable and instructive to a teacher who cares to go below the sur- 
face of things — so full were they of action and imagination and un- 
hampered self-expression. They illustrate every kind of play interest. 

The deep impressions made upon these children by the Ice Car- 
nival with its gay colors and lights, its parades, its toboggan slides, 
and ice palaces are fully revealed in these drawings. They show close 
observation and how these very little ones have overcome quite won- 



223 REPORT OF SCHOOL SURVEY 

derfully all kinds of difficulties in technique under the impulse to ex- 
press some of the joyful experiences which the carnival, and their 
most enjoyable plays and games have brought them. 



HYGIENE, SPECIAL, AND PHYSICAL TRAINING. 

If the ideas for the physical well-being of the children in St. Paul, 
which now exist only in the minds of the Commissioner of Education, 
the Superintendent, certain principals and teachers, can be carried 
into action, the city can, in the near future, deserve to rank with other 
progressive public school systems in the country. These ideas and 
plans include making the buildings thoroughly hygienic and efficient 
from the standpoint of health, securing and equipping playgrounds in 
the vicinity of every school not already provided with them, a physical 
examination for every child by an expert — preferably a physician — 
competent to discover physical defects and suggest remedies. 

A part of this work is already in progress. School nurses, work- 
ing under a competent supervisor, examine the children, visit the 
homes, and care for simple daily ailments. 

Special Training. There is only one school for retarded children, 
which seen from the most optimistic angle possible, can only be re- 
garded as an encouraging start in the right direction. The need for 
other schools of the kind is most urgent. The sub-normal children in 
some schools are placed in rooms called "ungraded," where they have 
only the regular academic equipment and no proper opportunity for 
training in the lines of work adapted to their limited capacities. 

Physical Training. The content of the physical training course 
of study, seems, in so far as it goes, pedagogically correct. That is, 
the exercises follow the laws of gymnastic progression and continuity. 
Little recognition is given, however, to the generally admitted fact 
that plays and games lie at the foundation of development, physical, 
mental, and moral — not calisthenic exercises. Therefore, a scheme of 
physical training, made upon any other basis, seems physiologically 
and pedagogically wrong. For the children in the St. Paul schools 
very few graded games are indicated in the course of study, though 
many such are available, if teachers are not afraid to have their chil- 
dren laugh and shout in the school rooms. In the first grade, espe- 
cially, for three-fourths of the year, the children should get their exer- 
cise, response to commands, sense of gymnastic position and direction. 



INSTRUCTION IN THE FIRST FOUR GRADES 32:3 

feeling- for correct posture, etc.. through carefully selected games and 
pla3-s which express more nearly the stage of growth and development 
of very young children, and merge more gradually into the form of 
gymnastic exercises when they have had more time to build up a body 
of gymnastic precepts out of which such formality should spring. 

The physical training work which was observed was to a great 
extent performed in a mechanical, perfunctory manner. There was 
gieat repetition and monotony of the same exercises from day to day. 
In some cases this was relieved and vitalized by the enthusiasm and 
intelligence of the teacher, who varied the commands in such a way 
that the children did not know exactly what was coming. These 
teachers also had the windows open, while many others paid no atten- 
tion to ventilation. In the first and second grades, in several in- 
stances, the children were playing games freely and happily, but in 
the third and fourth there seemed to be in most cases only dead, 
monotonous drill, out of which they had some exercise, but little other 
benefit. In many of the marching- exercises the changes of position 
had been committed to memory and were gone through with in all the 
seriousness of a military performance. There was little joy expressed 
in the activit}^, and no opportunity was given for a choice of exercise. 

It is recognized that it is most difficult to carry out a schedule of 
this kind with untrained teachers. Only the closest supervision and 
periodic inspection and inspiration can make it successful. The plan 
as outlined in the course of study has many good points, but the result 
in terms of benefit to the pupils must depend entirely upon the method 
of presentation, the ability and enthusiasm of the teacher, and the in- 
spirational power of the supervisor. 

A well equipped playground, with a director, in connection with 
each school, would do much to overcome the faults of the system, for 
in such case the class room period could be largely used for good "set- 
ing up" drills- and corrective gymnastics. 



INDUSTRIAL WORK AND MANUAL TRAINING. 

It was a great disappointment to find so little manual activity, so 
little contact with actual materials, planned for little children in the 
primary grades. In this period of childhood, when sense-hunger is 
very acute, it seems just as necessary to minister to this instinctive 
mental appetite, which is the basis of a child's stock of strong im- 
pressions, and which underlies his mental vigor, as to give him nour- 
ishing food in response to his physical appetite in order to insure his 



224 REPORT OF SCHOOL SURVEY 

physical vigor. Care is as necessary in one case as in the other, lest 
the child get indigestion by unwise pampering of the appetite. The 
nourishment should be supervised and varied, and its purpose under- 
stood by the one who provides it. 

A little unrelated weaving of dolls' hammocks, and much paper 
folding, is not enough to satisfy a growing child's need for educative 
manual activity. In the first grade only 40 minutes a week is given to 
industrial training, while 650 minutes a week is given to reading, 
word-building, and phonics. Surely, this is an unpedagogic division 
of time. In many schools it is now recognized that little children 
especially need real experience in all the fundamental occupations — in 
cooking, in weaving and large sewing, in planting, in wood work — 
not at all as prevocational training, but as the best means of educat- 
ing a child's whole brain as well as his body for useful, effective serv- 
ice. This does not mean the loss of any time necessary for teaching 
him reading, writing, spelling, and arithmetic. They are all parts of 
his necessary training as a thinking, responsible human being, able to 
take care of himself effectively under normal conditions. 

This means that the primary work in manual training should be 
organized around large social or industrial problems, of which the 
study of "Eskimo Life" is an example. The work is planned to cover 
a definite period of time, and during that time all the child's activities 
are directed to forming clear images and strong impressions, to gain- 
ing real experience, through reading, writing, number in this new but 
simple type of living which a child compares with his own mode of 
life and activity at every step. Every medium and avenue of expres- 
sion available and appropriate will be utilized to the accomplishment 
of the end in view. 

The chart on page 227 gives suggestions for related types of hand 
work for little children which can be done in any public school. Sev- 
eral years ago mai^ children in the first and second grades in a pub- 
lic school of Chicago covered in groups, in a year, most of the work 
outlined. In addition to this they could read, write, spell, and solve 
their simple problems quite as well as do the children in the St. Paul 
schools. Their school day lasted only until 2:30, an hour less than 
the time used in St. Paul. This fact is offered as evidence that the 
suggestions given above are not founded upon theory. In the school 
mentioned, no money was available for supplies. Children brought 
what material they could from their homes, including their rulers and 
pencils, and often used pressed out wrapping paper for their work. 
The scissors alone were provided by the school. 



INSTRUCTION IN THE FIK.ST FOUR GRADES 22o 

Well directed manual training, which gives children a chance to ex- 
periment and grow in power and initiative, which demands good 
habits and a good quality of workmanship, which requires the best 
efforts of boys and girls, yields perhaps the largest educational returns 
obtainable from any one subject in the curriculum. This is because 
there is such universal response to this form of activity in child nature. 



CONSTRUCTION WORK IN FIRST GRAt)K 

The outline of work here presented is the result of the following 
observations: 

Normal children, when free, delight in realizing their ideals 
through almost any convenient medium of expression, as — paper, 
sand, water, wood, ready-made dolls, or the written or printed word. 
The pleasure is in the spontaneous action in anticipating or realizing a 
desired result. The pleasure and the educative value cease when the 
cutting and painting are imposed as tasks, which must satisfy the re- 
quirements of a teacher seeking her own definite, preconceived results. 
To my mind the work suggested is not valuable unless it stands the 
following tests: 

That the children feel in it a purpose or satisfaction which arouses 
their best efforts. 

That it be so adapted to their mental and physical powers that 
there can be no overstrain connected with it. 

That it unconsciously tends to cultivate good taste in the chil- 
dren. 

That it is work that the children themselves can criticise as they 
discover its failure to fulfill the purpose for which they designed it. 

All the work in the room might have been included in an outline 
based upon the creative and constructive activities of the children. 
For instance, in the nature study work, the children are brought in 
contact daily with real things on the school grounds ; in the garden ; in 
their trips to typical landscapes, as the lake shore, sand-dunes, 
swamps etc.; in their visits to the farm and to the various industrial 
plants of the city. 

The experiments performed are those which help them to answer 
their own questions, and the effort is to give them continual oppor- 



226 REPORT OF SCHOOL SURVEY 

tunity for clear definite imaging and the genuine unlimited expression 
which image-growth demands. 

In literature the stores are selected with care and many of them 
are dramatized by the children. 

A detailed program of the work in science and literature is given 
in the grade outlines for the year. 

The following outline presents only the things actually made each 
month for the home, the school community, or the immediate use of 
the pupils making them. 

They are not, however, classified under these heads. It will be 
noticed that in many cases the power and skill gained in making one 
article is directly applied in the making of another. This, however, is 
never a guide to what is selected for making, though it may many 
times determine how the needed article is made. 

In making the articles each child first plans the work independ- 
ently, after which the best and most convenient plan is often selected 
for actual making by the class. 

In this work they are continually planning, making, comparing, 
judging, .estimating, and verifying, and thus the number element 
comes of real necessity into daily use as does also much reading and 
writing. 

In the spring term the number of outdoor lessons allows less time 
for making of apparatus in the school-room. 



IXSTUI (TlOX IX THE FIItST FtiUU (!KAI)E8 



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2v8 REPORT OF SCHOOL SURVEY 



LANGUAGE AND GEOGRAPHY. 

These two subjects are grouped together in the first and second 
grade bulletins sent out from the superintendent's office, and together 
they have an assignment on the programs of these grades of twenty 
minutes a day — 100 minutes a week. In the third and fourth grade 
bulletins, the subjects are outlined separately for study. Language i>3 
given 100 minutes a week — 20 minutes a day, and geography 65 min- 
utes a week — 15 minutes a day. For convenience, both subjects will 
be reviewed in this report under one heading. Most of the comments 
relate to the language work, as no geography was observed in the 
grades below the fourth. However, six first grade teachers, twelve 
second grade teachers, nine third grade teachers, and twelve fourth 
grade teachers reported geography lessons as the most satisfactory 
work done by them during the last semester. From these lessons in 
geography described by the teachers, the work in the third grade 
seems to follow rather closely Jane Andrew's book, "Seven Little Sis- 
ters." In the fourth grade, there were three lessons on "place 
geography," two upon "rivers in the United States," two upon "air 
and winds," giving experiments, one upon "thermometer," one upon 
"direction," and three good lessons describing trips through the 
"Western United States." 

The bulletins, themselves, give an idea of the character and scope 
of the work in both subjects for one month. The time allotted is ex- 
ceedingly meager, considering the ground to be covered and the re- 
sults which are expected. For instance, in the work on the "Eskimo," 
scheduled for January in the first grade, the children would need to 
use a part of their reading time, and all of that assigned to handwork, 
drawing, writing, and seat work for the month in order to gain the 
rich experience and the vivid, enduring impressions which this exam- 
ple of primitive life offers to children, while the schedule seems to 
allow but twenty minutes a day for this work and all the other periods 
are filled W'ith unrelated exercises. This would certainly mean that, 
at best, the children would only memorize certain facts superficially, 
and that the chief value of the study would be lost. 

Comments on the Teaching of Poetry, The memorizing of a 
large number of poems in all the grades merits the warmest approval. 
With a very few exceptions, the selections were those which every 
child should know, and as a matter of fact all the children apparently 
end know them and enjoyed them to the full. They recited them 



IXSTKrCTIOX IX THE FIRST FOI'R GRADES 329 

alone and in concert with great spirit and evident pleasure. This 
work must react very favorably upon the oral expression of the chil- 
dren, enriching- and vivifying their vocabularies in a marked degree. 
The teaching of poetry seems to vary more in method, and to have in 
it more of the individuality of the teacher, than the other work ob- 
served. 

Comments on the Teaching of Grammar in the Fourth Grade. In 

the fourth grade bulletin for September, which follows, we find a 
formidable array of grammatical detail to be mastered. All teachers 
recognize that to train children in right habits of speech and compo- 
sition, most of these details must be definitely taught. They are im- 
portant and must receive constant attention. All teachers also know 
that if children are to assimilate these facts, they must learn them con- 
cretely and not abstractly, and that this form of teaching takes much 
time. Knowledge of grammatical forms can function only through 
use. Correct usage must become a habit — mere knowledge will not 
improve speech. The children's own errors and needs, as they appear 
in speech and written expression, must indicate which points should 
have immediate attention ; which facts should be taught and stressed 
at any given time in the lower grades. The classes will differ, yet in 
the course of the primary grades most of the points enumerated in the 
bulletin will be taught because they are necessary in order that each 
group of children may speak and write correctly. Teachers should 
of course be given minimum requirements to cover and be held re- 
sponsible for the result, but the method of doing this work is of the 
greatest importance. The rules of grammar which a child should 
know are those which have a real background in his experience. He 
should be able to make his own rules, with some help, and these rules 
should invariably relate to language factors which he wants to know 
for some purpose, and thus drill will come in response to a need which 
the child himself recognizes and appreciates. To try to do the work 
outlined for the fourth grade, in 100 minutes a week, using unrelated 
material in set exercises and periods, would seem to be, from experi- 
ence, an unwarranted waste of time. It is true that the suggestion is 
made in the bulletin of directions that the children's own errors in 
speech are to be made the basis of this work, so perhaps the inference 
that the work is intended to be done in an abstract manner is unfair, 
but nothing in the class-room instruction observed indicated that the 
children's daily needs formed the basis of the grammatical work. In 
all the schools the teachers seemed to be doing practically the same 
thing in the same month in the same way. There were good language 



230 REPORT OP SCHOOL SURVEY 

drills in the form of games, but nothing to indicate that any teacher 
found her text in the children's own errors, or that they would be ex- 
pected to apply what they learned in any specific way. 

Comments Upon Story Telling. One method which seemed to 
be very popular in story-telling in the primary grades seems open to 
serious criticism. This is the plan of having the children answer in 
turn the teacher's set questions concerning a story as soon as she has 
finished telling it. The following is a good illustration of the method 
as it was used in five of the ten classes in which story telling was ob- 
served. This lesson was described as satisfactory by a teacher of a 
first-grade class. 



LANGUAGE LESSON— FIRST GRADE. 

(Plan covers two days.) 

Teacher told story of "The Wonderful Pot," by C. S. Baily. 

Questions answered by the children, in turn, after hearing the 
story, as follows : 

"To whom did the wonderful pot belong?" 
"Were the mother and little boy rich or poor?" 
"How did they become so poor?" 
"Where did they live?" 
"What did they own?" 

"What did the mother ask the little boy to do one day?" 
"Whom did the little boy meet on his way to town?" 
"What did the strange man take from under his coat?" 
"What did the stranger ask the little boy to do?" 
"What did the little boy hear?" 
"What did he do then?" 

"Did the mother think that the boy had made a good bar- 
gain?" 

"What did the little pot ask the mother to do?" 
"What did the little pot do after the mother had set it over 
the fire?" 

"Where did it skip to?" 



INSTUUCTIOX IN THE FIRST FOUR GRADES 231 

"What was the rich man's wife doing?" 
"What did she do when she saw the httle black pot?" 
"What did the little pot do when the pudding was boiled?" 
"How did the mother and the poor little boy feel when the 
little black pot came home?" 

"Where did the little black pot skip to the next morning?" 
"What did the threshers do when they saw the little black 
pot?" 

"What did the little black pot do after it was filled with the 
, rich man's grain?" 

"Where did he take all the wheat?" 

"Where did the little black pot skip to on the next morning?" 

"For what did the rich man use it?" 

"What did the little pot do then?" 

"How did the little boy and his mother feel then?" 

"Did they need any more to make them happy?" 

"Where did the little pot skip the fourth morning?" 

"What did the rich man do when he saw the little pot?" 

"What happened to the little man?" 

"Where did the little pot skip with him?" 

Second day, children reproduce the whole story. 

Reasons given by the teacher as to why she considered this les- 
son satisfactory : 

1. Interest of the children. 

2. Drill on sentence. 

3. Ability of children to reproduce story. 

Certainly, such a plan rivets the attention of every child upon the 
story ; it insures that every child shall have a chance to participate in 
reproducing it. But it entirely neglects the chief value in teaching a 
piece of real literature. Surely any story worthy twenty minutes of 
little children's time is an art product; it is sure to have high lights 
and shade ; each child's own temperament, experience, and sensitive- 
ness to beauty must determine what he can get from the story, what 
can find response in his imagination. Indeed, story telling is a teach- 
er's great opportunity to discover the individual tastes, interests, and 
spiritual qualities of her flock. She finds out their budding tendencies 
in many right directions, and nourishes them ; she learns to use one 
child's power to stimulate the others ; she knows what child needs en- 
couragement, and she allows him merely to tell the part of the story 
which he enjoyed most ; she creates in the most sensitive child a love 
of self-expression ; she teaches them all to begin to discriminate be- 



232 REPORT OF SCHOOL SURVEY 

tween what is important and vital in a story, and what is not — not by 
telling them in words, but by giving them an opportunity to feel nat- 
urally what the story chiefly illustrates. On the other hand, the 
method used above reduces all parts of the story to a uniform level. It 
would seem to blunt the child's sense of proportion ; to make him be- 
lieve that literature is not really a Pegasus, but a steady old plow 
horse. 

Children's stories should be so carefully selected and so well told 
that they will arouse feelings for beauty keen enough to make a child 
seek to express himself also in beautiful form. In other words, they 
should give him a stimulating ideal — a standard of excellence for his 
expression. There are so many great stories appropriate for children 
that teachers should seek the help of the greatest authorities in mak- 
ing their selections. For instance, if one believes in social justice, 
one might question the story given above, in spite of its good points 
and dramatic interest. Why allow the inference that rich people are 
mean because they are rich or that poor people are worthy because 
they are poor? One story alone will not make a very deep impression 
upon the minds of little children. The criticism is not so much in re- 
gard to this one story, but the point is that every story should be care- 
fully considered by the teacher as to value and influence. Every 
teacher should cultivate the story telling art, than which there is no 
greater influence for good that can come to children. If the story is 
well told, one need not fear lest the attention wander, and once 
aroused, all normal children are eager to participate in the story-telling 
and dramatizing period. 

The above arraignment of what seems to be a very bad method 
of teaching literature does not mean that much good work is not being 
done in the lower grades of the St. Paul schools — it only means that 
again techniques and a knowledge of detail are being given undue at- 
tention, perhaps in the desire to measure what every child has re- 
ceived. 

MUSIC. 

The instruction in Music is not covered in detail in this section as 
it is presented fully in Section 2. It should be said, however, with 
reference to Music in the first four grades that the quality of perform- 
ance is good, the standards are high. The children sing with spirit, 
with independence and with evident pleasure. The material used as 
a basis for instruction is about as good as can be found and corre- 
sponds favorably with that used in the most progressive schools of the 
country. 



INSTKUrXIOX IX THE FIRST FOUR (GRADES :<J3i 

SEAT WORK AND STUDY. 

The seat work in the primary grades was definite, but monoton- 
ous and uneducative in some respects, and no time was given for crit- 
icism of the work after it was finished ; therefore, in some classes, the 
occupation degenerated into mere "busy work," without purpose or 
educative value. Word-building with letters, copying lists of words 
from the black-board, number combinations such as 2 plus 3, using 
splints, were the types most commonly seen in use. While the chil- 
dren undoubtedly gained some skill from these exercises, it was not 
commensurate with the time expended and the materials were not 
economically used to secure the best results. In a few cases the chil- 
dren were illustrating stories or drawing pictures of interesting fea- 
tures of the Ice Carnival with colored crayons. This work seemed to 
be exceptionally good, showing both keen observation and lively im- 
agination. No other seat work was observed in which the children 
had opportunity to use originality and independent judgment. There 
is great opportunity for improvement in making all the periods of in- 
dependent work develop responsibility and power in the children. 

Study. Perhaps there is no topic upon which teachers so uni- 
formly agree as upon the value of cultivating good habits of study in 
children. Yet too often teachers forget their own experiences ;• they 
forget that one grows only through his own efiforts and activities ; 
that passive and dictated work cannot result in initiative and inde- 
pendence of thought. Many children must be taught how to study, 
and it is a great economy of time and energy upon everybody's part to 
recognize this fact early in the grades. Less time should be given to 
recitation and drill and much more time to individual study of prob- 
lems where the pupil's attention is controlled and sustained by a de- 
sire to accomplish some worthy social or intellectual result. 



CONCLUSIONS AND SUGGESTIONS. 

Suggestions and recommendations have been made a part of the 
body of thig report, but it seems desirable to oflfer a few suggestions 
concerning points not included in the foregoing discussion. 

Concerning Teachers. There is evidence to prove that the spirit 
of the teaching force in St. Paul is fundamentally right. Many of the 
teachers are alert and eager to improve. They are wholesomely sym- 



334 REPORT OF SCHOOL SURVEY 

pathetic with the children and as a consequence the children are con- 
tented and steady in their attitude toward their work, and there is re- 
markably good behavior among them throughout the school system. 
It is suggested, however, that the teachers need a more flexible pro- 
gram, greater responsibility for results of social value, more knowl- 
edge of the best experiments in education, more getting together for 
purely professional study and inspiration. They need to be made to 
feel that, acting under the wise and inspiring leadership of the Super- 
intendent and Supervisor, they are a creative and constructive force in 
St. Paul, highly responsible for results in good citizenship. 

The School Assembly. If a school is to be a well organized com- 
munity, it should be unified by having a daily assembly. In schools 
where there is no assembly hall large enough for all to congregate in 
it, a beginning might be made by having interclass meetings. It 
would prove well worth the effort. For twenty minutes each day the 
best things in the school group can be presented to an audience which 
fully understands and appreciates what it receives. There must be no 
attempt at show or mere exhibition. 

For the little children, the good effects of the morning exercise 
are perfectly obvious. It is the greatest possible incentive to them for 
the best expression, the greatest possible opportunity for drill under 
good motives, the greatest possible means of overcoming self-con- 
sciousness and contributing one's self for the community good. It 
gives a natural opportunity and a normal demand for dramatic work. 

In short, in such an assembly, the various needs and desires of the 
entire community are considered, and the work of the entire school 
flowers forth for the benefit of all. What any high school or eighth 
grade boy or girl could do in that brief period each day, in an isolated 
study of any subject, cannot compare with what is gained in the un- 
derstanding of the needs, interests, and abilities of his fellows, big and 
little. It keeps each in sympathy with all. 

The Curriculum. Though there seems to have been much ad- 
verse comment running through this report, it can all be summarized 
into two general criticisms : one, concering the barrenness and lack of 
educational inspiration in the content of the curriculum, ajid the other 
regarding the preponderance of drill methods in all forms of instruc- 
tion. It is earnestly recommended that if the Curriculum Committee 
is appointed, which is recommended in another part of this survey, the 
course of study for the primary grades at least be entirely recon- 
structed. It is hoped that this committee, in making the new curricu- 



INSTRUCTION IN THE FIR.ST FOUR GRADES 235 

lum, will recognize the primary importance of considering the natural 
interests and characteristics of children in the various stages of their 
growth ; that they will establish beyond a doubt, the fact that the ten- 
dencies of all children to imitate what they admire, their intellectual 
curiosity, their keen sense hunger, their unformed artistic and spir- 
itual aspirations, constitute the basic educational opportunity of the 
teacher. 

Thus, with these universal characteristics on the one hand, and 
on the other a well established good — including those tastes, interests, 
habits, purposes, and ideals desirable for all human beings to possess 
— the course of Study becomes merely a tool, a means to the desired 
end. 

Such a course of study must contain the best that mankind has 
contributed in art, history, industry ; it must bring every child into 
actual contact with the great forces of nature and with the natural 
phenomena within reach. It must provide the materials and occupa- 
tions which are best adapted to the experience and understanding of 
each group of children — that work which will develop in them inde- 
pendence of thought, initiative, and habits of social usefulness. 

Finally, the committee has only to convince the teachers that it 
is their high privilege to provide stimulating conditions bristling with 
interesting problems, to encourage interests, to train habits, to allow 
the children to succeed in solving their problems through their own 
efforts and activities ; above all, to create a wholesome, happy atmos- 
phere, permeated with freedom, controlled by responsibility, in which 
the school children of St. Paul can live and grow. 



DETAILED ANALYSIS OF INSTRUCTION IN FIRST FOUR 

GRADES. 



In examining the instruction of the primary grades, all of the 
sources of information named above have been used as far as the data 
in any way contributed to the problem in hand. It seems best to give 
each subject which has a place on the daily program a separate view, 
and since the programs for each grade are practically uniform through- 
out the city, what applies to one will apply at least in part to all. The 
illustrations, suggestions, and recommendations concerning each sub- 
ject are incorporated as a part of the review. 



236 



REPORT OF SCHOOL SURVEY 



Reading. 

It will be noted, from an examination of the time summary which 
follows immediately and also of the first and fourth grade daily shed- 
ules, which are inserted later, and which are typical of the other 
grades, that Reading occupies a major position in the primary grades. 

Time Allotted Subjects Each Week in First Grade. 



Opening Exercises 

Reading, Phonics and Word Study. 

Number and Sense Training 

Miscellaneous 

Language 

Spelling , 

Music 

Penmanship 

Drawing 

Industrial Training 

Games and Exercises , 

Recess 



50 min 
650 

75 

25 
100 

50 

75 

75 

60 

40 

50 
100 



utes. 



1350 



Sixty-five of 89 entire lessons which were observed during the 
survey had reading or learning to read as an end in view. Twenty- 
eight of these lessons were from a text book or supplementary reader. 
In all but two instances in the reading period of about tw^enty minutes, 
one child read until stopped by a signal from the teacher, when an- 
other child continued, without hesitation, even if the child before him 
had stopped in the middle of a sentence. The attention in almost 
every case was excellent. There was little comment from teachers or 
pupils, except for the correction of mistakes or for giving assistance in 
word-getting. Almost no notice was taken of points of historical or 
geographical interest in the lesson, and no time seemed to be allowed 
for creating a background for the stories. The dramatization which 
sometimes followed the reading lesson usually was a more or less per- 
functory performance, showing little real discrimination and lacking 
in spontaneity or thoughtful self-expression. Suggestions for im- 
provement from the teacher or children were not usually given. 

Twelve lessons in "word-building" so called were observed. But 
though these drills were in many cases good, spirited, and thorough, 



INSTRUCTION IN THE FIRiST FOUR GRADES '^oi 

they seemed exceedingly wasteful of time, since a teacher who must 
have known the power of the children and that many in the class 
needed one oportunity only in order to pronounce every word cjuickly 
and correctly, yet continued to drill all the children upon them through 
the full period. As a matter of school policy, it would have seemed 
better if the stronger pupils, after the first test, had been asked to use 
the words in written sentences, testing their knowledge of the mean- 
ing of words, leaving- the teacher free to drill the weaker pupils who 
needed it. 

Twelve lessons in phonics were observed. Here again the work 
was well and thoroughly done, but again the same criticism seems 
just, for the whole class did the same work, the slower pupils receiv- 
ing too little attention and the quicker losing valuable time in doing 
work too easy for them. In general, too much time seems to be given 
to the work in phonics. The same amount is assigned to children in 
schools of foreign districts where there are great speech difficulties 
and no help in the English language at home, and to those where the 
ears are trained and good habits of speech engendered by hearing cul- 
tivated speech at home. If phonics is an aid and not an end in itself, 
if its purpose is to give training as far as is needed to gain control of 
words, to produce good enunciation, and to aid in dictionary work, it 
is receiving an amount of time out of proportion to its value. 

The spelling lessons observed indicated that the same method is 
used throughout the schools, viz. : the words for the day, six to ten, 
are studied and later pronounced by the teacher and written by the 
children in lists. Since most of the mistakes occur when the chil- 
dren's minds are engaged in expressing thought and consecjuently not 
concerned with the form, this method alone has not proved adequate 
in most schools to meet the needs of children, and it would seem that 
this must be especially true in schools where so little free expression 
in written composition is permitted. 

Spelling will not be given a separate place in this part of the re- 
port, but v/ill be referred to in the section dealing with Composition. 
The graded spelling lists sent from the central office give much needed 
help in the matter of spelling and all teachers should be in touch with 
the practice of teaching spelling by different methods in progressive 
schools so that they may do this necessary but mechanical part of 
their work with economy and efficiency. 

In response to the request for descriptions of the most satisfactory 
lessons given by teachers during the last semester, 70 first grade teach- 
ers, 21 second grade teachers, 11 third grade teachers and 9 fourth 
grade teachers described Reading lessons. 



338 REPORT OF SCHOOL SURVEY 

Fourteen in the first grade and seven in the second grade selected 
a word-building lesson as the best they had given. Six in the second 
and ten in the third described Spelling lessons as the most satisfac- 
tory. It would not be profitable to present this work in detail, inter- 
esting and enlightening as it is. It is mentioned here only to make it 
clear that this discussion concerning Reading is based upon the facts 
gathered from these papers as much or more than from the observa- 
tion of the actual Reading lessons in the class room. For the purpose 
of securing greater unity in the work, monthly outlines are sent to the 
teachers by the supervisory stafif in the Superintendent's office. These 
outlines, which are intended to be mere synoptical statements of the 
essentials to be covered during the month, were examined with great 
care. They show in the case of reading, and in the other subjects 
also, that little time is available for optional work. 

From the foregoing discussion it is clear that the emphasis is 
placed upon the mechanics of reading — learning to read — rather than 
upon inspiring the children with the idea that the purpose of reading 
is to find out something worth while (silent reading), or to tell some- 
thing interesting to an audience that wants to hear it (oral reading). 
At present there seems to be very little silent reading even for study 
in the schools, arid oral reading means that the child reads aloud a 
story which all have studied to an audience that needs to listen only 
to find mistakes or to keep the place in the book. In fact, the work- 
getting idea has become so important in the minds of some teachers 
that they are willing to interrupt a child in the middle of an interest- 
ing paragraph and have him spend three or four minutes in working 
out the proper pronunciation of a word by means of complex phonetic 
marks. Several teachers even stopped to give drill upon the word- 
famil}^ to which a word belonged. In the meantime, interest in the 
story flagged. The children could not fail to infer that the teacher 
held the content of the story to be of secondary value. 

Good reading material is provided for the children. The Official 
Supplementary Reading List contains most of the best books pub- 
lished for young children, although copies are not yet well distributed 
among the schools. Some classes read as man}^ as five supplementary 
readers during the year, while others cover but one extra book. In 
the public library there is a live, progressive librarian, who co-operates 
with the schools in supplying appropriate reading material. Follow- 
ing is a description of the library work in one of the schools written up 
by a teacher of the second grade as her most satisfactory work during 
the last semester. On account of the lack of space, only the first two 
lessons of a series of five are given — the other three arwl the teacher's 
summary, being omitted. 



INSTRUCTION IN THE FIRST FOUR GRADES 339 

"We have, in our school, a Hbrary which is a 'Branch' of the St. 
Paul Public Library, maintained by the Department of Education. 

"Our working plan is to give to each class, from B3 to A8, inclu- 
sive, a 'Library period', once every week, when teacher and pupils visit 
the library to select books for class work and books interesting and 
suitable for home reading. 

''Each teacher has her own plans for getting the most value out of 
the reading. 

"To make the library interesting and useful to B2 pupils, is my 
duty and pleasure. 

"The library work is correlated with reading, language, nature 
work, drawing, geography. We try to keep in mind the following 
points : 

1. Good oral reading follows intelligent silent reading. 
'Z. Encourage and direct reading. 

3. Make children familiar with a few important authors. 

4. Present the simple work of these authors. 

5. Memorize selected poems. 

6. Get thought from printed page. 

Lesson 1. 

Visit Library. 

1. Notice equipment, such as tables, chairs, shelves, books, 
pictures, librarian's desk. 

2. What is a library? Explain briefly. 

3. Order in library. Why quiet? 

4. Number books allowed. 

5. Time allowed. 

6. Fines on books not returned on time ; on books soiled or 
lost. 

Lesson 2. 
Care of books. 

1. All books in hands of class must receive proper care. 

2. Reminders : 

"Do not handle except with clean hands. 
Do not mark with pencil or pen. 
Do not turn down corners of leaves. 
Do not lay an open book face downward. 
Do not forget to protect from rain and snow." 

It must be said in justice that the teachers have sufficiently em- 
phasized formal instruction, but the standards which they should 
maintain in their formal work are clearly not in mind as is shown by 



240 REPORT OF SCHOOL SURVEY 

the results of the standard tests conducted by Professor Haggerty. 
The most unfortunate feature connected with the situation is that St. 
Paul is giving an inordinate amount of time to reading in the primary 
giades. When one bears in mind that the primary grades in the 
schools tested are much below the standard in word recognition and 
word recall and that the time expended upon such instruction is now 
one and a half times that given to reading in fifty leading American 
cities, and further that this formal type of work receives the chief em- 
phasis in the reading period, the conclusion is inevitable, that a radical 
reconstruction of this work is necessary. 

There certainly should be one series of good text books in use 
throughout the grades, for the sake of unity in the schools, but for 
supplementary reading the practice carried on in many progressive 
schools surely might be introduced at the beginning of the third grade 
with great profit, for a part of the work at least. I will briefly describe 
this practice under the head of "A Leaflet Plan for Supplementary 
Reading." To carry out this plan a good but not elaborate press 
would have to be owned and operated in the interests of the public 
schools, or, better, several small printing outfits might be placed in 
separate schools. In either case, the older pupils would be expected 
to do much of the printing, either under the direction of a head printer 
or under that of skillful teachers in the various schools. With such a 
plan, views could be exchanged between schools, games explained, 
and special school celebrations described. The form and vocabulary 
used in the leaflets would be limited both by the power of the children 
composing them and by the ability of corresponding classes of children 
in other schools who would read them. 

Since the industries, the geographical features of interest and the 
special problems arising from the character of the population of St. 
Paul receive attention in another part of the survey report, they will 
not be treated here, but the suggestion is made that in the vicinity of 
every school there are types of landscape and industrial plants well 
worthy of study, and that if each school observed the individual fea- 
tures in its own immediate environment and also became acquainted 
with the local history of its section of the city, such data would make 
an excellent basis for composition and reading material and for ex- 
change material between schools. It is a great stimulus to good com- 
position to use firsthand data, and there is great educational value in 
the printing of the leaflets. Such live material creates an eager, 
wholesome desire in children both to write and to read, because it is 
directly related to their own lives and interests. Moreover, it trains 
for citizenship, since the children in different parts of the city describe 
to the others the special advantages and needs of their section and the 



INSTRUCTION IN THE FIRST FOUR GRADES 341 

more simple, obvious, civic problems in which they can share, such as 
the making of home gardens, aiding in the cleanliness of the neigh- 
borhood, etc. The chief gain, however, is in the richness of experience 
which comes to the children from direct contact with life outside of 
the class room, and from the habit of daily expressing their own ideas 
and emotions in the best possible form, under the supervision of an 
interesting teacher. Experience has proved that the vocabulary which 
the child masters in this ki,nd of work does not differ greatly in the 
number or kinds of words from that which is gained through the ordi- 
nary drill process, with the text-book as a basis, but the educative con- 
tent of the work is vastly superior and well worth the effort involved. 
If a text book were kept as a unifying element, there could be no pos- 
sible loss in introducing such material as this, and there would be a 
pure gain from the vitalizing force of interested observation and real 
experience gathered which would enrich the curriculum in a way 
which it seems greatly to need. 



242 REPORT OF SCHOOL SURVEY 

SECTION II. 
Instruction in the Grades V, VI, VII and VIII. 

by 

Lida J. Tall, Ernest Home, and L. D. Coffman. 



Section II deals with instruction in th.e last four grades. Not 
every subject included in the curriculum of these grades is discussed 
in this section. Household Arts and Manual Training are omitted be- 
cause they are discussed more elaborately in Dr. Prosser's report. 
Penmanship is also omitted because the Palmer System is used in all 
the grades. No discussion of Physical Education is taken up in de- 
tail in Section III. It should be said that the work of the department 
of Physical Training is of superior grade, but the department is so in- 
adequately equipped and inadequately manned as to make it possible 
for it to reach only a small percentage of the children in St. Paul. 

It will also be observed that there is no discussion of the instruc- 
tion in Hygiene, Nature Study and Elementary Science, or Civics. 
The reason for this is that these do not appear in the program of the 
upper grades in the St. Paul schools. 



Arithmetic. 

Much of the instruction in upper grade arithmetic is of high or- 
der. The teachers showed a familiarit}^ with the fundamental princi- 
ples underlying arithmetical materials usually taught in these grades. 
The results secured by the standard tests and scales showed that the 
children in the upper grades compare in achievement very favorably 
with children in other leading American cities. One should not infer 
from these statements that there is no room for improvement. Few 
subjects in the elementary schools are undergoing more significant 
transitions both as to content and as to method than arithmetic. 

It was the opinion of the members of the survey commission that 
more could and should be done in the way of collecting and preparing 
concrete problems in arithmetic growing out of the experiences of the 



IXSTKUCTIOX IX THE UPPER FOUR GRADES 243 

St. Paul people and St. Paul children. In other words a community 
arithmetic might be prepared. This arithmetic would contain ma- 
terials relating to saving, to spending money, to the purchase of food, 
clothing and fuel, to various kinds of public expenditures such as 
police, fire protection, street cleaning department, water works depart- 
ment and the like, and problems should be included relating to insur- 
ance, taxes, business forms. 

One reason for the introduction of this type of material is that it 
motivates the instruction. That is, students are able to see that 
things they are at work upon have a direct connection with the life of 
the people. Moreover, it changes the emphasis of the formal work in 
the arithmetic. Heretofore children have been drilled upon the for- 
mal phases of the subject without understanding or appreciating their 
utility. We have said to them, "If you will learn the tables and opera- 
tions some day 3'ou will be permitted to use them in the solution of 
problems." Now the operation is turned the other way around and 
children are expected to acquire increased facility partly by hav- 
ing situations in which these fundamental operations occur appear 
and reappear in the actual problems which they attempt to solve. 
This change in our point of view is making a revolution in instruction. 
When we began with the alphabetic method of teaching reading, chil- 
dren read only one book each year. Now by beginning with sentences 
children read from six to twenty books. When we taught drawing by 
beginning with isolated lines, children seldom ever acquired any skill 
in drawing free hand pictures. Now that they begin with free hand 
pictures the progress they make seems marvelous compared with 
the progress made by children a generation ago. Similarly in arith- 
metic. Instead of being a drill upon fundamental operations whose 
utility the children do not see, arithmetic now has become something 
that is living and interesting, something that touches the lives of the 
children and the home life of the people. 

The Survey Commission therefore is of the opinion that the text 
book of the schools needs to be supplemented by concrete material 
and that much of the formal work of the upper grades should be elim- 
inated. The Commission w-as depressed to find that emphasis was 
still being given to a number of phases of arithmetic that are obso- 
lete in practical business and that some of the methods employed by 
the teachers are methods that have been discarded by skillful arithme- 
ticians. As an example of this we found percentage still being taught 
by the Case method. Such reforms as we are advocating are simple 
and quite in line with the modern education. 



244 REPORT OF SCHOOL SURVEY 



Art. 

A thoroughgoing discussion of the principles underlying the 
teaching of art and the construction of the course of study is presented 
in Section 4. The organized instruction in this field is one of the 
things St. Paul contemplates, but plans of which have not been fully 
matured as yet. 

Geography. 

The question and answer method was used in nearly every recita- 
tion observed. There was very little training in thinking on the part 
of the children ; very little evidence of efficient use of the text, and 
very little problem work. One of the best types of lessons observed 
was as follows : 

In the study period assignment the children had made maps, 
showing the mountains in Europe, and had read from their text to get 
information upon mountains, as assigned — "See pages 257 ; locate and 
name the mountains of Europe ; read about 'formation' ; on page 262, 
read about 'efl:'ect.' " In the lesson discussion that followed the study 
period a "papier mache" relief wall-map was used, the old and new 
mountains pointed out, and the winds in relation to mountains dis- 
cussed. Though the teacher took the lead in questioning, and in the 
main monopolized the map, and the children quiescently answered and 
observed, still she held their interest. Had she added the element of 
challenging, verifying, and criticizing on the part of the children — 
those factors that make a lesson — situation real and educative — and 
had the assignment been linked up with a problem idea, this lesson 
would have shown some of the best elements of the teaching process. 

One of the poorest types of lessons seen was in a fourth grade, 
where twenty minutes of the children's time was taken up with nam- 
ing and locating, on the walf-map, in an unrelated way, fifteen rivers 
of North America, beginning with the Yukon River in Alaska, and 
after skipping all around, ended with the Rio Grande in Mexico, — a 
mass of facts that meant nothing to the fourth grade child. For- 
tunately, he will forget them, but a bad habit was set up and an oppor- 
tunity to make a good habit lost in this period. 

If there can be such a thing as a general criticism of most of the 
procedures observed, it might be ; (1) that in few lessons was the text, 
or any reference, or authority, adequately used to support or explain 
or disprove the opinions of either pupil or teacher; and (2) that there 



INSTRUCTION IN THE UPPER FOUR GRADES 215 

seemed to be no general grasp of the importance of relating the child's 
industrial and commercial experiences, nor the current industrial and 
commercial problems in the world today, with the countries to be 
studied. 

That some use of problem teaching in geography is developing 
throughout the school system, is shown by the response to a bulletin, 
sent out from the Superintendent's office in December, asking for the 
formulation of successful problems that had been worked out in the 
sixth and seventh grades. A few sent in were : 

9 

How had Belgium supported its immense population? 

Discuss the racial characteristics developed by the Scandinavians 

that have made them welcome in the Dakotas and Minnesota. 
Account for the backward commercial condition of the Balkan 

countries. 
Denver lies in the midst of an arid plain ; what has led people to 

settle in its vicinity? 

And the supervisor's outline for the fifth month, this year, suggested 
two problems for the study of Spain in the seventh grade : (1) At the 
time of the discovery of America Spain was the leading commercial 
country of Europe ; discuss, in comparison, her condition today and 
tell what factors are responsible for this. (2) Spain is a grazing 
country and produces great quantities of wool, yet manufacturing does 
not flourish; why is this? This is a good beginning. It should be 
followed up with lesson plans in detail, showing how capable teachers 
develop such problems ; by mimeographed stenographic reports of les- 
sons ; and by sending teachers in groups to observe in the classes of 
progressive and thinking geography teachers. 

History. 

History is taught in only one grade in St. Paul — the eighth grade. 
The text book is used almost entirely as the basis for instruction. The 
instruction is necessarily hurried and to some extent mechanical and 
formal. Little opportunity is given for discussion or for supplement- 
ing the text book and the work in history cannot be pointed toward 
training in citizenship or the development of patriotism. 

No one denies the value of the acquisition of a body of historical 
facts, and particularly those facts relating to his own country, but in 
order that the facts be as highly educative as possible, they should be 
used as the basis for understanding and interpreting events and issues 
connected with our national life. Unless students, particularly in the 



246 REPORT OF SCHOOL SURVEY 

grammar grades, are taught to weigh and to consider questions relat- 
ing to our national welfare both now and in the past, unless they are 
led to see the relationship between cause and effect, one of the great 
values of history is being overlooked. Certainly the method of teach- 
ing history will determine what the emphasis will be and how vital the 
subject matter will be. It is exceedingly difficult to remember 
isolated facts, but when these facts are assembled to show the stages 
in some significant movement in history of our country, they are far 
more likely to be remembered, and their significance to be under- 
stood. Knowledge becomes power only when things are seen in rela- 
tion to each other. 

It takes time to teach history well. It requires an abundance of 
supplementary material in the form of books, maps, pictures, models 
and the like, and St. Paul is not adequately equipped for good instruc- 
tion in this subject. The Survey Commission is of the opinion that 
far more attention should be given to the teaching of history than it 
now receives and that the teachers should be placed in possession of 
the necessary books and equipment. 

The following books will be helpful and suggestive to teachers of 
history : 

Johnson, Teaching of History, Chapt. 6, 7, 8, 9, 10, 13, 16. 
Earhart, Types of Teaching, Appendix. (Especially valuable for the 

assignment.) 
Wilson and Wilson, Motivation of School Work, Chapter 7. 
Hall, The Question as a Factor in Teaching, Chapter 4, 
Hartwell, The Teaching of History. Houghton Mifflin Co. 
History Teachers' Magazine. 



Household Arts and Manual Training. 

No discussion of the instruction in household arts and manual 
training is given here because these are presented in detail in Doctor 
Prosser's report. 

Language. 

The work observed showed no feeling for the real purpose or 
social motive for either the speaking or writing of English. No ideas 
were given upon the proper emphasis to be placed upon these two 
factors in language: no projects suggested by which children are 
given opportunities to relate their own experiences, either for purpose 



INSTRUCTION IN THE UPPER FOUR GRADES 247 

of getting their meaning over to an audience, or for the purpose of 
entertaining, or for the purpose of socializing their ideas, or for the 
purpose of explaining things ; and no hint of the right kind of topics, 
or of plans for theme writing, were presented. The language work 
observed was very stiflF, formal and uninteresting. A few types will 
serve as examples. 

(a) A seventh grade was getting ready to write a composition, 
the topic for which had not been announced ; but, abstractly, a discus- 
sion went on about composition-points in some such way as the fol- 
lowing: 1. "Be sure to make an outline to show sequence." 2. 
"Use muscular movement." 3. "Indent paragraphs." 4. "Use 
proper punctuation." Then, after a lesson on proper and common 
nouns this composition-study lesson closed. It was applied to no 
project, apparently, for no writing of a composition followed. We 
wondered at the purpose of the preparation. 

(b) In a sixth grade the children were asked to write five inter- 
rogative sentences about their geography work, and to answer these 
with five declarative sentences. After this was done they were given 
the privilege of writing questions about the carnival, if they so desired ; 
and the response was of about this quality : "Where is the Ramsey 
Slide?" "Where is the ski jump?" "W^here are the dogs?" "Who 
is the hero among the dogs?" Even a first grade child could have 
done this work. Had these sixth grade pupils been asked to relate a 
personal experience about the carnival, thus motivating the lesson in 
a perfectly natural way, some results of value to the class, might have 
been attained. 

(c) In another sixth grade the children were writing a reproduc- 
tion of "The Lark and Her Young Ones" ; they followed an outline 
which they had evidently made with the teacher: "(1) The lark and 
her young ones. (2) Where they lived. (3) Tell what the mother 
did. (4) The farmer's first visit. (5) What the young larks told 
the mother. (6) The mother's reply. (7) Second visit. (8) 
Third visit." Now, the story of "The Lark and Her Young Ones" 
occurs in either the second or third reader. Had this lesson been mo- 
Hv^ated as an oral story, to be practiced so that it could be told later 
to a second or third grade class, by the sixth grade children, one might 
have judged the lesson as good ; but since it was to be a formal written 
lesson, it violated the purpose of either oral or written speech for chil- 
dren of the sixth grade age. 

(d) In an eighth grade the topic: "Lincoln; His Love for 
Reading" was written upon the board for discussion. The children 
made an outline ; after much questioning the teacher about the place 



248 REPORT OF SCHOOL SURVEY 

and the time of the story, they spent the remainder of the period plan- 
ning an introduction, in which their efforts were directed toward 
making good beginning sentences. Such work, it seems, according to 
the bulletin, will cover a week of time. On the first day, the story 
will be told and reproduced by the class ; second day, the story will 
again be reproduced and a class composition written by the teacher on 
the board ; third day, the story will be recalled, and the children will 
write it independently ; fourth day, the general mistakes will be cor- 
rected by the class ; and the fifth day, there will be a general discussion 
of all the mistakes made during the week. Nothing could be more 
formal. 

What such instruction results in can be seen by the tests given by 
Dr. Haggerty. The difftculty is not that the teachers are not giving 
painstaking attention to the language work, it is in the failure to 
define the outcomes that should be expected from language teaching, 
to indicate the materials that should be used in realizing these out- 
comes and the methods that should be employed in presenting the 
materials. The instruction in language needs to be vitalized. The 
formal work must not be neglected, but it should be presented so that 
the pupils will see, understand and appreciate its utility. In addition 
to acquiring correct habits of speaking and writing, the pupils should 
be trained in freedom of expression, in choice of words, coherence, 
definiteness, and the like. It is clear that language has a form side 
and a content side : either can be emphasized at the expense of the 
other. With all the emphasis being placed upon the form side, the 
content side is certain to suffer. 



Music. 

The activities of the music director are numerous and varied. 
Her report to the superintendent for November shows that she and 
her assistant visited, gave lessons, in 154 rooms in 28 schools, the su- 
pervisor herself working with 127 classes and testing 552 voices of 
boys and girls in the upper grades. 

The types and kinds of activities expected of a competent music 
department are outlined in A Complete Scheme of Public School 
Music, by Mrs. Henrietta Baker Low of the Peabody Conservatory of 
Music of Baltimore: 



INSTRUCTION IN THE UPPER FOUR GRADES J^-i^ 

1. The teaching of singing in the schools from Grade 1 through 
the high schools; such teaching to apply to every child in 
every grade for the entire course and to include artistic ren- 
dition and sight-reading — the cultivation of taste to be par- 
amount. 

2. High school orchestras and glee club included in the music 
work. Instruments furnished if necessary, 

3. The teaching of instruments in Grades VII and VIII in 
classes, by professionals. Instruments furnished if neces- 
sary. 

(Note. — Children of these grades are at the best age for be- 
ginning the study of an instrument. If no other time can 
be found, those taking instruments might be excused from 
singing lessons at that time.) 

4. The crediting of music in the high schools so that talented 
children may not be put at a disadvantage through their 
music study. 

5. The giving of concerts by choruses of high school students 
in connection with visiting orchestras. This to serve two 
purposes ; interesting the students in orchestral perform- 
ances, and interesting the neighborhood in the work of the 
schools. 

6. Enlisting the co-operation of musical clubs and organizations 
in giving free concerts to school children or concerts at a 
minimum cost. 

7. The finding of specially gifted children with the view of set- 
ting them in the way of earning a livelihood through their 
gift. 

5. The formation of community singing classes and community 
orchestras outside of schools, to improve the community and 
the schools through the community. 

9. Informal community singing at stated times under the juris- 
diction of the school authorities. 



350 REPORT OF SCHOOL SURVEY 

10. The furtherance by school authorities of all efforts looking 
toward class organization and co-operation of all neighbor- 
hood agencies for the benefit of the music. 

11. People's music festivals, small and large, under the auspices 
of the school authorities. 

12. A rtiusic bureau in connection with the supervisor's office, 
which shall issue reading matter, explanatory and sugges- 
tive, in musical matters, and at the service of all for the im- 
provement of community music. 

How does St. Paul measure up? With scarcely a dissenting 
voice the teaching force of the city believes in Miss Shawe and her 
power to get her work done. Her work in the training of grade teach- 
ers in the normal school, to teach their own music after they have se- 
cured positions in the schools, shows in the tone quality one hears 
throughout the buildings wherever a music lesson is going on. For 
correct tone-quality, artistic rendition, sight-reading, and cultivation 
of taste, St. Paul must be given high praise. 

Owing to the fact that the high school department of music is un- 
der a separate and distinct organization from that of the elementary 
school music, there is some waste in the efficiency, unity and scope of 
the work. There should be a closer application of the work of these 
two departments. 

As yet there has been very little co-operation between the music 
department and the department of grade supervision. This is another 
source of waste, but evidences point to a series of conferences, pre- 
sided over by the superintendent, which will be attended by all the 
supervisors of the system. Only in this way can the special supervi- 
sion be linked up closely with all the work of the grades. 



Penmanship. 

No discussion of the instruction and course of study in penman- 
ship is given because the Palmer system is used throughout the grades 
and the discussion of the work in penmanship in the first four grades 
applies with equal force to the last four grades. Moreover as has 
been shown in Dr. Haggerty's report St. Paul is securing superior re- 
sults in handwriting. 



INSTKLX'TIOX IN THE rrPER FOLTR GRADES 251 

Reading and Literature in the Grammar Grades. 

St. Paul spends, according to schedule, 250 minutes a week in 
reading. This, as we watched the classes, seemed in the main to 
consist of oral reading, the procedure being to have the pupils stand 
and read in turn, almost entirely at sight. The significant defect in 
this kind of reading is the absence of an audience situation, for all the 
children had books open and were reading silently, at the same time 
(and at their own rate of speed) while the oral reading was going on; 
the old, formal wa}^ of conducting reading procedures. We saw 
pupils of the seventh grade reading Pickwick Papers by this plan ; and 
fourth grade children reading Blunder and the Wishing Gate, in the 
same way; then, after the story was finished once, reading it again. 
This particular fourth grade read well, however. Sometimes a 
teacher modified the plan a trifle by presenting difficult words which 
she studied with the class, hoping this study would help reading 
technique ; and sometimes the teacher gave a sketch of the author's 
life to add to the interest. But the great idea of study or silent read- 
ing with a motive and a purpose back of it, we did not see nor feel in 
many of the conversations with teachers about the spirit of their read- 
ing work. 

If the study periods for each and every subject are to be carefully 
planned, then every teacher must know more and think more about 
the silent reading involved in all study procedures. Some definite 
questions will help us all to think clearly upon the subject: 

How many words of simple prose must the children of the various 
grades read per minute in order to reproduce 50% of the meaning of 
the passage read? 

How many words of difficult prose? 

How does the reading of history differ from the reading of 
geography? Of literature? Shall pupils be taught how to read these 
different types of subject-matter? 

How closely correlated is the ability of a child to read intel- 
ligently the described problem in arithmetic, with his ability to 
solve it? 

What is the list of common errors in children's reading? 

How much drill or habituation work does the teacher give in over- 
coming the common reading errors? When does she give the drill? 

How does the teacher motivate the literary reading she conducts 
in her class? 

Dramatic presentation of the reading material has grown to be a 
helpful and indispensable factor in the work of the primary grades. 



252 v REPORT OF SCHOOL SURVEY 

Above the fourtli grade, and through the eighth strangely enough, 
teachers, in the main, tend to stifle the dramatic instinct of children. 
Then the high school recognizes this tendency again, and feels proud 
to produce a "sure enough" play. But the four years of inhibition in 
between must have a serious efifect upon and cause a serious defect in, 
the development of the child. Nothing could foster the feeling for 
dramatics more hopcfidly than opening exercises, and school assem- 
blies. — those socializing moments that are invaluable to ever}^ public 
or private school in existence ; and no better motive for effort on the 
part of the j^upils to increase their reading efificiency can be found 
than the privilege of being allow^ed to contribute in some way to the 
school assembly. There is no time allowed in the grammar grades 
of the St. Paul schools for either opening exercises or assemblies, and 
a big opportunity is lost thereby, for a motive to make every subjecc 
contribute to the general welfare and progress of the school. 

The literature is up to standard in the grammar grades. But 
mention is made in the bulletins of very little study of poetry, and in 
the bulletins arc found practically no suggestions or plans for either 
prose or poetry. There are evidences of such study, however, for on 
an eighth grade blackboard one study assignment for Julius Caesar 
said : — 

"a. Review Shakespeare's life. 

"b. Name the characters in the first act. 

"c. Where is the scene of the play? 

"d. Briefly describe each character in the first act. 

"e. Look up unfamiliar words." 

And, on a seventh grade board, the study was "Snowbound." The 
assignment read: — 

"a. Review Whittier's life. 

"b. Read pp. 288-291. 

"c. How did the world look the morning after the snow? 

"d. Find comparisons the author made." 

Recommendations : — 

1. That the supervisors begin to discuss with teachers the place, 
function and study involved in silent reading. 

2. That tests to study the achievement of pupils in reading (The 
Kansas Silent Reading Tests, the Thorndike Reading Tests, 
et al.) be used at once as a stimulus to give the teachers an 
all-around idea of reading, — efificiency in all the grades, and 
to help them in understanding individual differences. 



IXSTKUCTIOX IX THE UPPER FOVR GRADES 



353 



3. That study for literary appreciation of both prose and poetry 
be analyzed, to differentiate it from the study of the various 
other subject-matters. 

4. That because of the splendid library facilities in St. Paul, due 
to the co-operation of the public library and the schools, a 
system of credits from the fifth grade up be given for extra 
home and school reading; that is, establish a Home and 
School extension course in reading. 

5. That the formal reading exercises needed to overcome the 
errors in reading should be based upon a scientific understand- 
ing of the common errors involved in the reading process. 

6. That more opportunities be suggested and provided for social- 
izing the school through the reading interests of children. 
Here are a few suggestive ones : — 

Procedure I. 

a. Study or Silent Reading. This precedes the recitation period. 
Thought-provoking questions are given by the teacher and 
the pupils must search through the text for the answers. In- 
terpretation is the basal idea. 

b. Recitation Period. This is a discussion period w^hich tests 
what was done in the study period. Misconceptions are 
cleared up and new ideas developed. 

Procedure II. 

a. Study or Silent Reading. (Same as I-a.) 

b. Recitation Period. All books are closed, except that of the 
pupil who is called upon to read. The reading is followed by 
a class criticism, the standards for criticism being definitely 
known by each child. 

Procedure III. 

a. Study or Silent Reading. Each child reads a different book 
or story and prepares to read to the class the most interesting 
incident in his story. He must be able to give a brief synop- 
sis of the events preceding and succeeding his chosen inci- 
dent. (An opportunity for oral language also.) 

b. Recitation Period. One child at a time reads. Class crit- 
icizes and discusses. (There should be a card catalogue of all 
the stories read and of all the books handled. Each child 

. should make an individual card catalogue of the books he 
would like to read.) 



254 REPORT OF SCHOOL SURVEY 

Procedure IV. 

a. Study or Silent Reading. Each child, with a book chosen 
either by himself or the teacher, studies to make a written re- 
port of his opinion of the story. He also writes a brief syn- 
opsis of the story. 

b. Recitation Period : Teacher works only with poor pupils 
who are poor readers. 

Procedure V. 

a. Study or Silent Reading: Choosing and studying a story to 
read to a lower grade or class, or at a school assembly. The 
choice of the pupils who are to read is made by the class, not 
the teacher. This study period could also be an impromptu 
dramatization, the pupils working in groups upon the differ- 
ent scenes or acts. 

b. Recitation Period. Choosing the pupils to read. They give 
specimen readings of the story. (The class makes the 
choice.) 

Procedure VI. 

a. Study or Silent Reading. The pupils read and make thought- 
provoking questions. 

b. Recitation Period. They ask their questions and call upon 
other pupils to answer, and, after searching the text, these 
other pupils use, as far as possible, the words of the text in 
their answers. Class discussion follows. 

7. That the monthly bulletin sent out from the supervisors' of- 
fice contain suggestions for the purpose of studying some of 
the suggested selections and also plans for their presentation. 
And that suggestions for supervised study in all the subjects 
keep constantly in the focus of attention, the amount of time 
in each subject to be devoted to silent reading and to oral 
reading. Reading habits are the most fundamental for study 
habits. Reading is the most important of the "Three R'S." 

References : 

For a discussion of silent reading see articles by Thorndike on the 
Psychology of the Elementary School Subjects in the list of Teachers' 
College Records. The Sixteenth Year Book of the National Society 
for the Study of Education, (1917) ; two articles; one by William S. 
Gray, University of Chicago, "The Relation of Silent Reading to 
Economy in Education ;" the other by Munson and Hoskinson, "Li- 
brary and Supplementary Books Recommended for Use in Elemen- 



INSTRUCTION IN THE LTPER FOUR GRADES 255 

tary Schools." Briggs and Coffman : "Reading in the Public 
Schools;" Wilson and Wilson: "Motivation of School Work;" Ken- 
dall and Myrick : "How to Teach the Fundamentals." 



Spelling. 

The common procedure in the teaching of spelling in the upper 
grades is as follows : Children are given or prepare blanks on which 
to write the spelling lists, exercise. The words are then pronounced 
by the teacher and written by the pupil. When all the words have 
been pronounced, the words are corrected, usually by the pupils. The 
exercise is strictly a hearing or testing exercise. 

The measure of a recitation exercise is the amount of profit to the 
pupil. Accordingly, the committee to whom is assigned the task 
should report a method of TEACHING spelling. This method will 
be the same in its essential elements as that used by the pupils in cor- 
recting the misspelling in their written work. In determining the 
method to be recommended, the committee must take into considera- 
tion the following problems. Under each problem listed is given a 
select list of references to guide the committee in securing such infor- 
mation as exists on that problem. 

1. How many words should be taught per lesson? 

Wallin, Spelling Efficiency, Education Psychology Mono- 
graph, 1911. 

2. Shall we teach rules? 

Lester, "Teaching Freshman to Spell." English Journal, 
Vol. 5, 1916. 

Turner, "Rules Versus Drill." Ed. Psychol. 1912. 
Cook & O'Shea, "The Child and Mis Spelling." Bobbs Mer- 
ril Co. Ch. II. 

3. How shall drill be distributed? 

Eisenberg, "Experimental Method in Spelling," Doctor Dis- 
sertation, University of Pennsylvania, 1913. 

4. What is the place of drill on recall in learning to spell? 
Abbott, E., Analysis of Factor of Recall in Learning Process. 
Psych. Rev. Monograph, Vol. II, P. 159. 



256 REPORT OF SCHOOL SURVEY 

5. How shall homonyms be taught? 

Pearson, H. C, Journal of Psy. V. II, P. 241. 

6. What imagery shall be used? 

Abbott, E., Memory Consciousness and Orthography. Psy. 

Rev. Monograph, Vol. II, 1909, P. 127. 

Colvin and Meyer, Ideational Types and Retention, Psy. 

Rev. Monograph. Vol. II, 1909. 

Burnham, Pedagogical Seminary, Vol. XIII, P. 474. 

7. What are the spelling demons? 

Lester, Teaching Freshmen to Spell, English Journal, Vol. 

V, 1916. 

Jones, Concrete Investigation of English Spelling. 

8. What is the effect of calling attention to errors in spelling? 
Greene, Mabel, Midland School, November, 1916. 

9. What are the advantages or disadvantages of class as com- 
pared with independent study? 

Pearson, H. C, Teachers' College Record, 1912, P. 49. 
Turner, English Journal, Vol. 5, (1916) PP. 

10. How shall extremely poor spellers be dealt with? 
Turner, English Journal. Vol. 5, (1916) PP. 
Charters, Teaching the Common Branches, P. 22. 

11. Should related words be grouped? 

Wagner, C. A., Doctor Dissertation, University of Pennsyl- 
vania. 

12. Should Syllabification be used? 

Abbott, E., Psychological Reviews, Monograph, Vol. II, 
1909. 

13. Should diacritical marks be used in teaching spelling? 
Abbott, E., Psychological Review, Monograph. Vol. II, 1909. 

14. Can the spelling conscience be trusted? 
McFarland, W. H., Midland Schools. 



INSTRUCTION IN THE UPPER I\)UR GRADES 



A Provisional Method. 

While the necessary investigations are being completed the fol- 
lowing tentative directions for teaching spelling may be suggestive. 
The methods described represent an attempt to abstract from experi- 
mental data the most significant points and to combine these into d 
practical teaching method. 

1. What words to teach. 

a. Tentatively, teach all words listed in the Sixteenth Year-book 
for the grades under your charge. 

b. Underline each misspelling in all written work. On the back 
of each paper indicate the number of words missed. Require 
that each child learn according to the method indicated below, 
each word so missed ; and that he write the correct spelling on 
the back of the paper. The paper so corrected should be 
handed to the class secretary, who may be elected every week. 
Each class should have a spelling record book, in which 
should be written, by the class secretary, the words missed in 
each lesson. The date of each lesson should be given. After 
each word should be indicated the children who have 
missed it. 

All words missed by 25% or more of the class should be 
made the subject of class lessons. 

2. Method of Teaching. All lessons should be teaching lessons; 
there should be no study period. 

a. Test the entire class on each lesson. Excuse the children 
who have perfect scores on this test from the teaching exer- 
cise but not from the monthly tests. 

b. Write each new word to be taught in a given lesson on the 
board, or present it on a card. Not more than one word 
should be before the child at one time. The word should be 
written without diacritical marks, and without marks to indi- 
cate the syllabification. 

c. The teacher should pronounce the word, enunciating the syl- 
lables, distinctly. 

d. Have the pupils close their eyes and check with the correct 
form on the board (recall). Ask, "How many had the cor- 
rect spelling?" 

f. New impression and recall, 
g. New impression. 



358 REPORT OF SCHOOL SURVEY 

h. Write the word, 
i. Correct, 
j. Write the review words and correct. 

4. Provision for review. 

a. Repeat each word three successive days, then drop. 

b. Each month test all words taught during that month and 
teach anew those words which are missed. 

5. From time to time give dictation exercises containing words 
found in the lists for your grade. These should be written and 
the misspelling corrected by the class. 

6. Method for individual learning. 

a. Look up pronunciation. Pronounce the word as a whole. 

b. Learn as above. 



SUMMARY OF SECTION II. 

The foregoing discussion of the instruction in the grammar grades 
seems to warrant the following conclusions and suggestions : 

1. The instruction in arithmetic, reading, penmanship, music 
and art is on the whole to be commended. The results secured as 
shown in the last suggestion compare favorably in most of these sub- 
jects with results secured in other cities. 

2'. Even though this be true, there is a tendency for the instruc- 
tion to be somewhat formal and mechanical. This tendency can De 
attributed partly to the character of the material which the teachers 
are expected to use as a basis for their instruction. The most 
mechanical work, however, was seen in language and spelling. It is 
to be hoped that attention will be given to the improvement of the 
work in these subjects. 

3. Perhaps one of the most discouraging features was the little 
attention that was given to history and the absolute neglect of any in- 
struction in civics. 



MEASUREMENT OF CHILDREN S ACHIEVEMENTS 259 



SECTION III. 

The Measurement of the Achievement of Children in Reading, Spell- 
ing, Handwriting, Arithmetic, Grammar, Com- 
position and Language. 

by 

M. E. Haggerty. 

M. R. Trabue. 



PREFACE. 



The tests upon which the following reports on results of instruc- 
tion in the St. Paul schools are based were given between January 26 
and February 21, 1917. In all, 12 tests were made. All grades from 
the 1st primary to the senior high school were measured by one or 
more standard tests and scales. The subjects covered were reading, 
spelling, handwriting, arithmetic, grammar, composition and lan^ 
guage. Practically every child in the city was tested in one or more 
of the tests. 

The composition and language tests were conducted by Mr. M. 
R. Trabue or under his direction and the report on these two subjects 
was prepared by him. 

All the other tests were made under the direction of Mr. M. E. 
Haggerty and he is responsible for the reports on reading, spelling, 
handwriting, arithmetic and grammar as well as the introduction to 
this report. 

In all the testing, the teachers and supervisory and administrative 
officers co-operated in the most cordial way. Their sympathetic atti- 
tude toward the work facilitated greatly the giving of the tests. 

The scoring and computation of composite scores from so large a 
number of tests is a very difficult task and important service in direct- 
ing the work was rendered by Mr. Charles L. Harlan in connection 
with the reading tests, by Mr. Harry N. Fitch in spelling, by Mr. Ells- 
worth Lowry in arithmetic, and by ]\Ir. Julius Boraas in handwriting 
and in grammar. 



260 REPORT OF SCHOOL SURVEY 

I. INTRODUCTION. 
1. Selection of Schools to Be Measured. 

In measuring the achievements of the children in the St. Paul 
schools it was impossible to give a complete examination to ever\ 
school. It was, therefore, desirable so to select the buildings to be 
tested that the results would be fairly representative of conditions 
throughout the city. To this end the assistant superintendents and 
the assistant supervisors were asked to rate each school in the city on 
the basis of the following six points: 

(1) Physical conditions of the buildings, laboratories, libraries, 
grounds, etc.; (3) the financial condition of the community; (3) the 
social condition of the community; (4) the general educational condi- 
tion of the community covering such points as level of intelligence, 
foreign speech at home ; (5) quality of the principal as regards admin- 
istrative and educational ability; (6) quality of the teaching corps. 
The persons making the ratings were asked to consider all the school 
districts in the city and to divide them into four or six groups, placing 
in group I those schools which were regarded as superior in the point 
being considered. The persons were further instructed to make their 
ratings independent of the opinion of any one else, making use of such 
information as their contact with the schools had given them. In this 
way ratings were secured from six individuals. 

On the basis of the ratings in all of the six points the several 
buildings were ranked in order, and quartile divisions were marked. 
These quartiles were regarded as representing the various conditions 
of the city from the poorest to the best. In all the testing, two or 
more buildings were selected from each of the four groups so that pre- 
sumably all the school conditions in the city are represented in the re- 
sults of the several tests. 



2. School Products Measured. 

The tests used in this survey have been chosen because they 
measure fundamental and important elements of educational proced- 
ure. In practically all cases the tests have had wide use in the meas- 
urement of school conditions outside of St. Paul and have, therefore, 
more or less value as objective and impersonal measurements. What- 
ever deficiency they may have the results they show cannot be re- 



MEASUREMEXT OF CHILDREN'S ACHIEVEMENTS 261 

jected by personal opinion or individual judgment. The only correc- 
tion for the inaccuracy of these measures are other measures more 
accurate, more analytical, of functions more important in the educa- 
tional program. 

In considering the results of measurements it is important to keep 
in mind the specific things which the particular tests measure. There 
has been no effort to cover the whole round of things which children 
are expected to learn. No single subject has been completely meas- 
ured. Some of the results of education are immeasureable ; some will 
be measureable when the instruments of accurate measurement shall 
have been constructed ; others are measureable and the means of 
measurement are available but time has not allowed their use ; other 
results are measureable, the measures are available and they have 
been used in this survey. 

The particular group of school products which are here measured 
constitute a small group of functions. They are generally recognized 
as important and central functions of school instructions. It is just 
probable that schools with superior results in these functions are also 
attaining superior results in functions measureable but unmeasured, 
and in other, as yet, immeasureable factors of education. There is no 
intention, however, on the part of the survey to generalize the inter- 
pretation of these results in this fashion. Each particular test will be 
treated independently. The specific and detailed results will be given 
and generalization will be kept clearl}^ within the bounds of valid in- 
ferences. 

3. Causes Contributory to Results Found. 

In the limited time allotted to this investigation it has been im- 
possible to study to any degree the causes of the results shown for any 
school. It is altogether possible that some of the schools whose re- 
sults appear deficient could justify them on the basis of the conditions 
under which the instruction is carried on. It is equally possible that 
in some cases where the scores are high the superiority is due to con- 
ditions outside the school as much or more than to the school condi- 
tions themselves. In other words, the particular educational products 
of a class cannot be directly credited to the teacher in charge. A good 
teacher may be so handicapped by conditions that her children do 
poorly. In highly favorable conditions a mediocre teacher may se- 
cure excellent results. A proper assignment of credit among the vari- 
ous contributing causes is possible only after a much more exhaustive 
study than is reported. 



262 REPORT OF SCHOOL SURVEY 

Among other causes which contribute to unsatisfactory school 
work are the native abilities of pupils^, the conditions of their school 
classification, the amount of time spent on the subject^, the home con- 
ditions of individual pupils and the social and economical conditions 
of the community^ and the physical environment of the school* and the 
content of the course of study. All enter into the determination of 
the results in any particular case. It is only fair to a pupil, a teacher 
or a supervisor that these matters should be thoroughly investigated 
and evaluated in judging the rating of any school or of any class. To 
make such further investigation is the business of the administrative 
and supervisory forces as well as of the teachers. 

4. Objectivity of Results. 

In the pages which follow the results of the tests are presented 
frankly. Serious effort was made to conduct the testing properly so 
that these results would, within reasonable limits, be dependable. All 
possible caution has been observed in computing the scores. The 
products of the St. Paul schools may be considered as fairly meas- 
ured in so far as the tests used can give such measures. The results 
are given in tables of figures and in graphic representations. They 
are thus rendered objective and tangible. Any reader may interpret 
them in any manner he finds possible. The writer of this report is as 



^ Terman, Louis M., Measurement of Intelligence, Boston, 1916. 
1 Thorndike, E. L., Educational Psychology, Vol. Ill, Part II. 

1 Yerkes, Robert M., The Importance of Social Status as Indicated 
by the Results of the Point Scale Method of Measuring Mental Ca- 
pacity. Journal of Educational Psychology, Vol. 6, 1915, pp. 137-150. 

2 Haggerty, M. E., Arithmetic: A Co-operative Study in Educa- 
tional Measurements. University of Indiana Bulletin, 1914. 

2 Sears, J. B., Spelling Efficiency in the Oakland Schools, School 
and Society, Vol. 2, 1915. 

2 Holley, Charles Elmer, The Relationship Between Persistence in 
School and Home Conditions. Fifteenth Yearbook of National So- 
ciety for the Study of Education, Part II. 

2 VanDenburg, J. K., Causes of Elimination of Students in Public 
Secondary Schools. Teachers' College Contributions to Education. 

^Thorndike, E. L., McCall, W. A., Chapman, J. C, Ventilation in 
Relation to Mental Work. Teachers' College Contributions to Educa- 
tion, No. 78, 1916. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 363 

little responsible for the facts of the tables and graphs as he would be 
for the heights of the men in a regiment of soldiers which he had 
measured with a meter stick. He is responsible for the selection of 
the measuring instruments and for their faithful application. The 
facts revealed tell their own story which may be read by any who 
have learned the lansfuaee of educational measurements. 



5. Overview of Results. 

a. Reading and Handwriting. 

A foreview of the main findings may be given in a few words. 
The children in the St. Paul schools read and write as well or better 
than do the pupils of corresponding grade advancement in other cities 
throughout the country. In the quality of handwriting in all grades 
examined and in reading in the intermediate and grammar grades, 
they are distinctly better. In the primary grades the pupils are not so 
familiar with printed words as are children in other cities. However, 
whatever deficiency exists here is recovered by the time the pupils 
reach the fourth grade, and to some degree at the third grade level. 
In the high school the students make scores in language, and compo- 
sition and reading abilities that compare favorably with the corre- 
sponding grades in other cities and with standard scores. 



b. Spelling and Arithmetic. 

In spelling and in the fundamentals of arithmetic the children in 
other cities do slightly better, grade for grade, than do the pupils in 
the St. Paul schools. The superiority of outside cities, while general, 
is not great nor does it maintain in all grades or in all divisions of the 
subject. Exceptions to be noted are the clear superiorities of St. Paul 
children in subtraction, and in spelling in certain grades. For none 
of the functions tested in this group is there cause for serious concern 
except in addition and division. Clearly the work in these fields 
should have immediate attention. 



264 REPORT OF SCHOOL SURVEY 

c. Grammar. 

The results of grammar instruction are the least satisfactory of 
all. The meager knowledge which St. Paul children have of technical 
grammar does not justify the time given to the subject on the school 
program. There is increasing doubt among educators as to the value 
of technical grammar as an elementary school subject and one of the 
strongest arguments against its continuance in the curriculum is the 
failure of pupils to acquire the facts^. Conditions in the St. Paul 
schools tend strongly to justify this argument. 

6. Variability of School Products. 

The median scores upon which the foregoing conclusions are 
based do not tell the whole story. There is not a single school subject 
but in which some St. Paul school or class is doing superior work. 
The per cent of superiority in some cases is very great. Invariably, 
however, there is another class or school which is doing decidedly in- 
ferior work in the same subject. The distance between the best and 
the poorest St. Paul classes in any subject is very much greater than 
the difference between St. Paul and the median work of any other city. 
The following case may be considered as representative of the results 
from each of the tests. St. Paul as a whole differs from the average 
of 8-i other cities in eighth grade spelling by seven-tenths of one per 
cent ; the best St. Paul class differs from the poorest St. Paul class by 
23 per cent. 

This range in the quality of work is true not only of classes but 
also of the children who compose a single class. The pupils reciting 
in the same class often range over three, four, and five grades in actual 
power of achievement. 



7. Variability General. 

It should be said here that these great variations in attainment 
are not peculiar to the children in St. Paul. Such results have been 
found wherever standard educational tests have been applied. They 



^ Flexner, Abraham, A Modern School, General Education Board. 
New York City, 1916. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 365 

seem to be a composite product of many causes, among which are the 
initial mental capacities of the pupils, the economic and social condi- 
tions of the homes and communities, the great inequalities in physical 
equipment among different schools, such as buildings, playgrounds, 
laboratories and libraries, the varying content of the courses of study 
and the varying emphasis placed upon different parts of such content 
by different supervisors and teachers, the methods of instruction, the 
training of teachers, and quantity and quality of supervision. 

To what degree the existing variabilities in attainment of pupils 
and classes may be eliminated without doing injury to the pupils is an 
unsolved educational problem. There can be little doubt that in St. 
Paul it can safely be reduced a considerable amount, and devices to 
this end will be suggested later. It is not material that any one of the 
suggested devices be appropriated by teachers or supervisors. What 
the St. Paul school authorities cannot afford to do is to ignore the sit- 
uation. These or some other means should be used in a faithful effort 
to see that all the children in the city are given equally favorable 
opportunities for education. 

8. Remedial Work. 

It is hoped that the measurements here reported will become the 
starting point for other and more important investigations conducted 
by the teachers and school authorities themselves. Little of value 
will come from these initial studies if the showings here made do not 
lead to remedial work. Any attempt at remedial work will lead 
almost inevitably to further investigations. It is not enough that the 
Survey Committee should indicate in somewhat general ways, desir- 
able changes. The important thing is that the school authorities 
should use the findings of the survey as the basis of future educational 
procedure. The sympathetic and disinterested attitude so far shown 
toward the work of measurement is an augury that the teachers, 
supervisors and school administrators will make such use of these re- 
sults. 

9. Need of Expert Educational Skill. 

The detailed educational problems revealed by these tests are so 
numerous, so varied and so complicated as to call for highly expert 
attention. Such attention can come only from persons technically 
trained in education and in methods of educational research. In re- 
cent times there has been great advancement made in the training of 



266 REPORT OF SCHOOL SURVEY 

teachers. Compared to the untrained teacher of a generation ago the 
graduate of a modern normal school is a trained product. The latter 
vlcnows before she begins to teach what the former learned if, at all, 
only through long and usually chaotic experience. Compared, how- 
ever, to the graduate of a modern law, engineering, or medical school, 
the beginning teacher is a relatively untrained individual. The en- 
gineer or the doctor possesses at graduation a fund of detailed and 
technical knowledge which in amount and in its scientific character 
makes the equipment of the beginning teacher seem very meager. Ex- 
perience will do much for the latter just as it does for the physician, 
but experience rarely, if ever, makes good the deficiency in training. 



10. Increase of Technical Knowledge. 

The cas-e of the teacher is made more serious by the great advance 
in educational research in recent years. Concerning many of the 
most important educational problems more has been discovered in ten 
years than was known at the beginning of the present decade. This 
increased information is pretty largely a closed book to teachers now 
in service, because it is available only in journals which are often of a 
technical character and in technical books whose style precludes gen- 
eral reading. While she may, in the midst of her busy life, find time 
for and access to some of this literature it is clearly impossible that 
she keep abreast of all of it. The quantity of important papers and 
books is increasing so, rapidly that only the individual with leisure 
time can do that adequately. Yet the problems of education are not 
less, but more complicated than those of engineering and medicine. 
No less does their solution demand the application of expert technical 
information and no large school system can keep the pace of modern 
life which does not make provision to profit by the best that is known 
about education anywhere in the world. 

11. Expert Aid Through Technically Trained Specialists. 

Clearly no school can afTord to employ a corps of teachers whose 
training has been as expensive as that of the modern physician. Yet 
it must have the expert aid. The method for meeting this problem 
which seems to be growing in favor is the employment of experts in 
special fields whose services are available throughout the entire city. 
Assistant superintendents in charge of hygiene, supervisors of special 
subjects like drawing and music, directors of educational research. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 267 

directors of vocational education are the type in mind. In the future 
there will be an increasing number of such specialists since in no 
other way can the best that is known in educational procedure be 
brought to all the children of a large city so economically or so suc- 
cessfully. 

Recommendations are made in this report for the addition of two 
types of specialists to the St. Paul schools. These recommendations 
are made on the basis of the testing results and are intended to meet 
conditions thereby revealed. They include a director of educational 
research, and technically trained supervisors. Inspection of schools 
or mere visiting of teachers is not the task intended for these indi- 
viduals. Their function is to supply technical and professional 
knowledge of educational matters where such knowledge is needed — 
to supply expert and technical skill to teachers facing difficult instruc- 
tional problems. Their function should be to assist teachers in an- 
alyzing the causes for unsatisfactory results and in finding a prescrip- 
tion that will cure. 



II. SPELLING. 

1. Grades Tested. 

Tests in spelling were given in all classes from 3B to 8A inclusive 
in 53 schools. In 10 of these schools the tests were given by mem- 
bers of the survey stafT. In the other 43, the tests were given by the 
teachers to the classes which they were teaching. In the following 
discussion these two groups of schools will be designated as "A" and 
^B" groups. 

2. The Tests. 

Different sets of words were used in the two groups of schools. 
Within each group the same words were given to grades 3 and 4, a 
different set to grades 5 and 6 and a still different set to grades 7 and 
8. The words used were chosen from the Ayres "Measuring Scale for 
Ability in Spelling."^ This scale contains the thousand commonest 
words in English writing, arranged in the order of their spelling dififi- 
culty. Two words are considered of equal difficulty when the same 



Ayres, Leonard P., Measuring Scale for Ability in Spelling, 1914. 



268 



REPORT OF SCHOOL SURVEY 



per cent of children who have had equal school training are able to 
spell them correctly. The difficulties of each of the thousand words 
have been determined on the basis of tests given in 84 cities through- 
out the country. An aggregate of 1,400,000 spellings makes the basis 
for computing the scale values. The scale presents 26 steps in diffi- 
culty, each designated by a letter. The words in step "A" are "me" 
and "do," spelled correctly by 99 per cent of all second grade children. 
The most difficult words in the thousand are "judgment," "recom- 
mend" and "allege" in step "Z," spelled correctly by only 50 per cent 
of 8th grade children. 

In the St. Paul test, 20 words were chosen from each of three col- 
umns. Words for the 3rd and 4th grades were taken from column 
"L." According to the scale values of these words mid-year 3rd 
grades should make 73 per cent and 4th grades, 88. For the 5th and 
6th grades the words were chosen from column "P," and for the 7th 
and 8th grades they were chosen from column "T." In both cases the 
lower of the two grades should score 79 per cent correct spellings and 
the upper of each of the two grades should make 88. 

In the schools of the "A" group the following words were given : 

3rd and 4th Grades 5th and 6th Grades 7th and 8th Grades 



world 

country 

another 

trip 

list 

people 

even 

held 

church 

once 

own 

before 

were 

dead 

leave 

early 

close 

nothing 

ground 

such 



engine 


celebration 


visit 


folks 


guest 


really 


department 


Wednesday 


obtain 


conference 


family 


absence 


favor 


minute 


husband 


refer 


amount 


national 


human 


political 


view 


entitle 


election 


decide 


clerk 


various 


though 


automobile 


support 


associate 


does 


concern 


regard 


impossible 


escape 


invitation 


since 


business 


which 


recent 



MEASUREMENT OF CHILDREN S ACHIEVEMENTS 



269 



The following words were given in schools of the "B" group: 
3rd and 4th Grades 5th and 6th Grades 7th and 8th Grades 



spend 


guess 


enjoy 


circular 


awful 


argument 


usual 


volume 


complaint 


organize 


vacation 


summon 


beautiful 


ofificial 


flight 


victim 


travel 


estimate 


rapid 


accident 


repair 


invitation 


trouble 


concern 


entrance 


impossible 


human 


associate 


loss 


automobile 


fortune 


various 


empire 


decide 


mayor 


entitle 


wait 


political 


beg 


national 



war 

summer 

above 

express 

turn 

lesson 

half 

father 

anything 

table 

world 

talk 

June 

date 

next 

indeed 

herself 

power 

wish 

because 



a. Making the Tests. 

In Group "B" the tests were given according to the following in- 
structions prepared by the Survey Committee : 
To the Teacher: 

In order that a uniform method of giving the spelling tests be fol- 
lowed throughout the entire city note these directions carefully : 

1. Use uniform paper for the entire grade, having each pupil 
record his name, grade (stating whether A or B division), and school 
at the top of his paper. 

2. The enclosed 20 words constitute the test. Dictate these as a 
written spelling test. 

3. Pronounce each word distinctly and but once. 

4. Instruct the pupils that the first writing of each word is to 
stand. No erasures or changes are to be made. 

5. Immediately after the last word has been written, direct the 
pupils to exchange papers. Spell the words orally in the order pro- 
nounced. As the words are spelled have the pupils check all words 
misspelled. 



270 REPORT OF SCHOOL SURVEY 

6. Instruct pupils to count as wrong all words in which changes 
in the first spellings have been made. 

7. Have the pupil write the number of words misspelled in the 
upper right hand corner of the test paper. 

8. Upon completing the work gather up all the papers of one 
grade, keeping A and B divisions separate, and tie them securely to- 
gether. Insert on the top a sheet giving this information : school and 
grade, stating whether A or B division. ^ 

9. Include lists of words with the papers and send to the princi- 
pal. 

In general the same rules were followed in the 'testing by the sur- 
vey staff. The method in the group "A" schools was probably more 
uniform because the persons who gave the tests had come previously 
in conference to consider the details of method. At the preliminary 
conferences various details of the tests were gone over, including the 
instructions to the children and the pronouncement of particular 
v^^ords. 

b. Scoring the Papers. 

In scoring the results, credit was not allowed if any word was 
misspelled, if it was omitted, if it was marked over in any way or if it 
was crossed out and rewritten. When the papers were brought to the 
office of the Survey Committee many of the children's papers were re- 
corrected. It was found in the upper grades that the children's mark- 
ings were approximately correct. All the correction which was made 
by the survey scorers did not alter the median scores of these grades. 
After testing this matter with a large number of classes the children's 
markings on the other papers were accepted as correct and the com- 
puted medians for a considerable number of the schools in group "B" 
are based upon the results of the children's markings. In the lower 
grades, however, the children's papers were gone over carefullly and 
were regraded to make sure that no errors influenced the calculation of 
the median score. 

Despite the preliminary work it was found on looking over the 
results of the test that some of the words had not been pronounced 
with sufficient distinctness for all the children to understand them 
clearly. For instance, "ground" was spelled "round" or "brown" so 
frequently that it was clear the children had misunderstood the pro- 
nunciation. "View" was frequently understood as "you" and "really" 
was understood as "relay." Similarly "clothes" was understood for 
"close" and "guest" was taken to mean "guessed." Certain members 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 3?1 

of the staff had obviated misunderstandings with the two words just 
mentioned by using them in sentences. In grading the tests, atten- 
tion was given to the number of cases in a class in which it was evi- 
dent that there was misunderstanding of the word. Where a suffi- 
cient number of children had misunderstood the word to indicate that 
the examiner had not pronounced the word carefully that word was 
thrown out of the test and the scores resulting therefrom were not 
used in the final results. 

3. Results of the Test. 

In Table I the results for each of the ten schools of Group "A" are 
shown for each half-grade, together with the medians for this group, 
the medians for the other 43 schools and the Ayres scale values for 
these several grades. In Table II are given the scores for the 43 
schools in which the testing was done by the teachers, the median 
scores of these schools, together with the median scores of the ten 
buildings of Group "A" and the standards of the Ayres scale. 

All of the data included in the foregoing tables are represented in 
Figure 1. 



272 



REPORT OF SCHOOL SURVEY 



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276 REPORT OF SCHOOL SURVEY 



a. Ayres Standards. 

Due to the fact that St. Paul schools have mid-year promotion 
and that tests in spelling were given at the close of the first semester 
the children in the "B" divisions of the several grades were at the mid- 
dle of their respective years of work. For this reason their scores 
should equal the values for the several grades given on the Ayres 
scale. It was necessary, however, in order to secure proper norms for 
the "A" divisions of the several grades, to compute standards from the 
values given in the Ayres scale. According to the scale, the 3B grade 
should score 73 per cent for the list of words used. The 4B grade 
should score 88 per cent. Assuming that the children make uniform 
progress throughout the period between the end of the 3B and the end 
of the 4B grades, at the end of the 3A semester they should stand 
midway between 73 and 88. Computing this midway point by means 
of a table'^ of values for the normal probability integral it is found that 
the 3A grade should score 81.4. By the same method the grade norm 
for the 4A grade is found to be 91.4. The norms thus computed are 
shown in Tables I and II and in the values represented by the Ayres 
standard lines in Figure 1. 



b. Median Scores. 

Comparison of Group "A" and Group "B." 

From the tables it will be seen that in the 3rd, 4th, 7th and 8th 
grades, the children in the 43 schools spell somewhat better than they 
do in the schools of Group "A." In the 5th and 6th grades, however, 
the Group "A" schools are superior. There are two possible reasons 
why the results for Group "B" differ from the results in Group "A." 
Either the children of the two groups of schools differ in power of 
achievement or the tests for the two groups were not of equal diffi- 
culty. There is some reason to believe that the latter is at least a 
contributing cause to these differences in scores. In grades 3 and 4, 
where the scores for Group "A" are lower than those for Group "B," 



■^Trabue, M, R., Language Completion Scales. Teachers' College 
Contributions to Education, p. 38, 1915. 



MEASUREMENT OF CHILDREN^ ACHIEVEMENTS 277 

it will be recalled that the words for the two grades were the same but 
that a different set of words was given to each of the two groups. 
From the scores it would appear that the words given to Group "B" 
were easier for the St. Paul children than were the words given to 
Group "A." A similar explanation would account for the high scores 
in Group "B" for grades 7 and 8 and in Group "A" for grades 5 and 6. 



c. Comparison With the Ayres Standard. 

In comparison with the standards on the Ayres scale^ (See Table 
III and Fig. 1) which represent the average scores made by 70,000 
children in the several grades in 84 cities distributed throughout the 
country, the achievements of the St. Paul schools are somewhat less 
than they should be. In the case of eight of the twelve half-grades in 
Group "B," the St. Paul median scores, however, are within 1 per cent 
of the standards on the Ayres scale. One half-grade in the Group 
"A" schools exceeds the Ayres standard by 1 per cent. In the 15 
other half-grade scores, the St. Paul medians fall below the Ayres 
standard in amounts ranging from 2 per cent in 5A to 10 per cent in 
3B. While in most cases these differences are not great they indicate 
that the average spelling of the 84 cities, previously noted, is slightly 
better than the achievement of the St. Paul children. 



Ayres, Leonard P., Measuring Scale for Ability in Spelling. 



278 



REPORT OF SCHOOL SURVEY 



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FIG.l, 

Spelling, grades 3 to 8 inclusive. Figures on ordinale represent Ayres scale values. Hoav.v clotted lines represent the Avres standards 
for each of the half-grades. Heav.v broken l.nes show median scores of schools in group "A." Heavy full drawn lines show median scores for 
fjroup "B" school.. Thin broken lines show medians made by individual schools. Numbers in each case represent individual schools as indicated 
in Tables I and II. Numbers enclosed in circles are group "A" schools. n was impossible to accurately locate some of the lowest schools in 
grade 3 B. All others are properly represented. All steps on this scale are in terms of difficultv of words given to 7th and 8th grades. 



36 



3B 



S B 




279-280-281-2S:i 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 283 



d. Interpretation of Figure 1. 

The best picture of spelling conditions in the St. Paul schools can 
be gotten from a study of Fig. 1. This figure represents the spelling 
scores of practically every class in the city in grades 3B to 8A inclu- 
sive. The figures on the ordinate represent the Ayres scale values. 
Across the top the figures indicate the successive half-grades. In the 
section devoted to each halfgrade the heavy dash-dot line represents 
the Ayres standard for the half-grades in question. The heavy full 
drawn line stands for the scores of the group "B" schools. 

In constructing this figure, it was necessary to alter the scale 
values for the scores in the eight lower grades in order that the nor- 
mal progression from 3B to 8A should appear. For this transmuta- 
tion of scores, the Ayres scale values for the 7th and 8th grades were 
used as the standards. The scores for the 3rd, 4th, 5th and 6th grades 
were transmuted into the values of the 7th and 8th grades norm by 
means of a slide rule. Because of this change, the positions shown in 
Fig. 1 for the several schools do not correspond directly with the 
scores for these schools as given in Tables I and II. It is. however, a 
more accurate picture of the school condition in spelling than a figure 
drawn directly from the latter scores would be. 

The figure can best be studied by noting first the dash-dot lines 
representing the Ayres standards. Beginning in the 3A grade this 
line is low in the figure, and from left to right, steps upward with each 
successive grade until it is found high in 8A. Similar upward gradua- 
tion will be found by following either of the other heavy lines repre- 
senting groups "A" and "B." The apparent break in these upward 
steps between grades 4A and 5B and again between 6A and 7B are 
due to the nature of the scale and the method by which these values 
have been transmuted. There probably is no greater difiference in 
these points than at other grade intervals throughout the entire group. 
The upward drift of group scores toward the right of the figure is in- 
dicative of proper grade advancement throughout the school course. 

The relative standing of the two groups of schools in each grade 
will be evidenced upon comparison of the full drawn line and the dot- 
ted line representing these groups, with the dash-dot line representing 
the Ayres standards. In the 4 lower half-grades the group "A" 
schools score below and the group "B" schools above the Ayres stand- 
ard. These conditions are shown to be reversed in grades 5B to 6A. 
Both groups score slightly below in 7B and 7A and are found on either 
side of the Ayres standard in both halves of the 8th grade. 



284 REPORT OF SCHOOL SURVEY 

It is interesting to study in this figure the position of particular 
schools through the succeeding grades. In 3B, for instance, school 12, 
which was one tested by the Survey Staff, scores considerably above 
the Ayres standard and the median of both groups of St. Paul schools. 
It maintains this superiority throughout all the other grades, except- 
ing 7B. School 30 is below the Ayres standard in SB and similarly 
maintains this position through the first 5 half-grades. 5B in this 
school achieves a decidedly high score, excelling both the 6B and 6A 
classes, both of which are below the Ayres standards. In all the 
upper grades this school scores not only clearly above the Ayres stand- 
ard but among the first three schools in St. Paul. 



e. Variation of Scores Among Schools. 

The median scores for the city as a whole do not give an accurate 
picture of the spelling conditions in the St. Paul schools. It fre- 
quently happens that the grade score for a particular school is superior 
to the Ayres standard for that grade. This is true for more than one- 
fourth of the schools of Group "B." One-eighth of the schools in this 
group show scores one-half grade above, one-sixteenth show scores 
one full grade above, and one-twenty-fifth show scores a full grade 
and a half above the Ayres values. Few of the schools of Group "A" 
show these superior marks although one-fourth of all the grades tested 
in this group equal or exceed the Ayres standard. From these facts 
it is clear that much superior spelling work is done in the St. Paul 
schools. In general, the 7th and 8th grades seem to do better work 
than do the lower grades. 

Gratifying as it is to find these evidences of efficient work, it is 
necessary to call attention to those schools in which the children do an 
inferior grade of work. In almost every half-grade, in both groups, 
there are schools which fall from 10 to 20 per cent below the Ayres 
standard. In general these deficient classes tend to decrease in num- 
ber towards the upper grades. It is not clear, however, from the data 
at hand whether this increase in efficiency is due to improved methods 
of teaching or to the elimination of poor spellers through a more rigid 
classification of pupils in the upper grades. 

A correct visual impression of the amount of overlapping from 
grade to grade can be gotten from Fig. 1. In the 8A grade, for in- 
stance, the scores of many schools in the "B" divisions are higher than 
the scores made by other schools in the A sections. In fact in 8A, 
school 10 and school 31 are placed as low on the scale as the Ayres 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 285 

Standard and the median of group "B" for 7B grades. A great many 
7B classes score decidedly better than do these 8A schools. In the 7th 
grade there are in turn schools which score no better than the median 
for the 5B's. In the 5B, one school is shown much lower than the 
median line in the 3B chart. 

Probably the most unsatisfactory condition concerning the spell- 
ing of the St. Paul schools is this wide range of achievement from 
building to building in the several grades. Thus, in the 3B grade, 
while the Quincy and Scheffer schools score 90 per cent or above, 
Rice, Garfield, Harrison and Sheridan score 50 per cent or less. In the 
6B grade the Murray and Neill schools score 96 and 98 per cent while 
the Baker and Hendricks have scores of 67 and 76. Variations simi- 
lar to these will be found in a detailed examination of each half-grade. 



f. Variation Among Pupils of Single Class. 

If one turns from an examination of the variabilities of the class 
medians to an examination of the scores of individual children in any 
class the same fact stands out, namely, that there are grouped together 
under the same grade designation students of very different attain- 
ments. In Table IV and Fig. 2 is shown the spelling" condition for 
one entire school building. Across the top of the table are the desig- 
nations of the several grades in the school. At the left of the table 
are indicated the various levels of spelling difficulty. Reading down 
column 8A it will be noted that there are 7 children of eighth grade 
spelling attainment, 6 of 7th grade, 10 of sixth grade and 3 of fifth 
grade achievement. The figures in the other vertical columns should 
read similarly. In the 5B grade, for instance, it will be noted that the 
children distributed all the way from the 2nd grade to the 8th grade in 
spelling performance. The small heavy rectangles enclose the num- 
bers of children which have normal spelling attainment for the grade 
in which they are classified in school. It is exceedingly difficult, if 
not impossible, with the classification of these children, as it now 
maintains, to give a spelling lesson that will properly tax the ability of 
each child. If in the 5A grade the lesson is adapted to the normal 
group there will be 30 children for whom the task will be too difficult, 
none of these ranking above fourth grade ability. Likewise there will 
be 9 children for whom the task will be too easy, inasmuch as all of 
these rank as high or higher than sixth grade quality. 



286 



REPORT OP SCHOOL SURVEY 





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MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 



387 



FIG. 2. 

Spelling. Distribution of children in several grades o£ one school 
as determined by their performance in the spelling tests. Key to 
graph shown in figure. 



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288 REPORT OF SCHOOL SURVEY 

In Fig. 3 the data from Table IV are shown in graphic form. The 
differently marked bars, the key for which is given to the right of the 
figure, indicate the percentage of children within each grade attaining 
a particular grade score. In order to see where the children of like 
ability are to be found, it is sufficient to follow a particular type of bar 
through the several grades. Thus, the heavy black bar found in the 
8th grade and decreasing in length in 7th, 6th and 5th represents chil- 
dren of 8th grade performance. Children of 5th grade ability shown 
by the horizontal parallels are represented in every grade from 3rd to 
8th. It will also be noted that the 5th grade contains all the types of 
bars excepting the type indicating "below 2nd grade ability." The 
cross-section bar which indicates the 3rd grade scores, it will be noted, 
is found first in the 6th grade, increases in length in the 5th and -ith 
and decreases in the 3rd. 

Practically any St. Paul school which makes a similar graph for 
the spelling achievements of its children will find the bars distributing 
in some such fashion as is shown here. 



4. Recommendations. 

In by far the larger per cent of the St. Paul schools, it is necessary 
to give increased attention to the teaching of spelling if these schools 
are to be brought up to the average of the 84 cities which were tested 
in the making of the Ayres Spelling Scale. There is probably not a 
single school in the entire city in which spelling should receive less 
attention than is now being given to it. In the schools in which many 
of the grades score relatively high there are other grades which are 
very deficient. In the Neill school, for instance, where ten of the 
twelve grades are greatly superior to the Ayres standard, the 3A grade 
scores lower than the 3B standard. In other schools, as in the Cleve- 
land, there is scarcely a grade which is up to the standard and some 
grades are greatly below. In schools of this latter sort there would 
seem to be need of some radical remedial measures. 

The following suggestions may be of service : 

a. Increased attention should not be interpreted as meaning 
more time. Studies in other cities have not shown that effi- 
ciency in spelling is closely correlated with the amount of 
time spent in teaching the subject. It is the method rather 
than the amount of time which produces significant results. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 389 

b. It is not the intention of this part of the survey to discuss the 
general problems of school instruction. However, where the 
results of the tests clearly indicate the need of improvement, 
it is altogether proper to indicate ways in which such 
improvement may be achieved. The wide range of attain- 
ment within the limits of a single class which is here shown in 
spelling and which will later appear in arithmetic, handwrit- 
ing and reading is a case in point. In the case of three of 
these subjects a way of meeting the situation will be sug- 
gested. The particular proposal made in connection with 
each of these school subjects is intended to be suggestive only. 
Other schemes for meeting the difficulties may prove more 
efficacious, and if so, should be used. 

The particular device to be suggested in the case of spelling is the 
re-classification of students for the purpose of instruction in this 
school subject without disturbing the regular classification of such 
children. Children of 8th grade attainments should be put into classes 
where they can be taught the words which 8th grade children should 
learn to spell. Children of 5th grade spelling ability should likewise 
be put into classes where the words adapted to 5th grade work will be 
given them as tasks for practice. If one were to re-classify the chil- 
dren of the school represented in Table IV and Figure 2 he would need 
to put together the children standing in any horizontal line no matter 
what their actual grade designation in school might be. Thus, for the 
highest spelling grade he would take seven children from each division 
of the 8th grade, twelve and three respectively from the two divisions 
of the 7th grade, four from the 6A class, three from the 6B class, one 
from the 5A class, two from the 5B class. Other classes should be 
similarly made up. 

In carrying out this plan of re-classification, the children should 
be tested on a larger number of words than were used in the survey. 
Probably if the children were asked to spell the words in columns "N" 
and "O" of the Ayres scale, their scores would be a sufficient basis for 
such re-classification. If school work for all forenoon classes were to 
end at 11:45 and the fifteen minutes between that and 12 o'clock de- 
voted to spelling work, all of the children in a building would be free 
to go to the spelling class where their own particular level of spelling 
work was in progress. The shifting of children to separate rooms at 
this time would tend to some confusion but inasmuch as the noon 
hour would follow the spelling work the difficulty from this source 
would not be great. 



290 KEPOKT OF SCHOOL SURVEY 

For the best results this re-classification should not be kept rig- 
idly. There should be opportunity for pupils who make rapid im- 
provement to make rapid promotion to the higher groups in the 
school. Similarly the pupils of any grade classification who fail to 
keep up the standard of their work should automatically gravitate 
downwards. Such conditions would not only keep each child in the 
school practicing at his maximum capacity but would give him un- 
usually strong motives for diligence. 

As a further incentive and in justice to individual children, those 
pupils who attain a desirable spelling efficiency should be excused 
from further drill. The results show that numerous St. Paul children 
spell the words given them in this test with 100 per cent of accuracy. 
Some of them could probably spell correctly all the words on the 
Ayres scale and many others besides. There is a determinable limit 
to the number of words it is desirable to learn. This limit should be 
determined and when children reach it it is the merest justice to re- 
lease them from further drill. A stronger stimulus to individual effort 
it would be difficult to find. It would show to pupils all through the 
grades, that spelling is an end to be achieved and not a sentence for 
life. 

The successful carrying out of a scheme^ of this sort involves 
more than the will of an individual teacher. It is a problem not 
merely of instruction but of school organization and administration. 
To be successful it must engage the attention and sympathetic co- 
operation of the principal and of all teachers concerned. 

c. Each school in the city should be acquainted with the results 
of the tests herein reported. From time to time other objective tests 
set by some authority other than the principal or teachers should be 



^ This pl^n has been successfully carried out by the teachers of the 
Lake Harriet School, Minneapolis, under the direction of the principal, 
Miss Ella M. Probst. In a forthcoming paper the experiment will be 
discussed in detail. A brief review of it is given by M. E. Haggerty, 
in School and Society, Volume 4, Page 765, ff. 

Three outstanding results of this method as used by Miss Probst 
are, 

1. A decided rise in the spelling scores for each grade. 

2. A great reduction of the per cent of children who fall below 
the spelling attainments of their respective grades. 

3. An increased interest in the spelling work. ^ 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 391 

given throughout the city and each school and teacher should be made 
aware of the standing of the pupils under her charge in such objective 
tests. There is no more important basis for the improvement of spell- 
ing ability than an accurate knowledge of the present efficiency of the 
children whose attainment is to be increased. 

d. The words of the Ayres spelling scale and other minimal lists"'-" 
should be definitely organized into the course of study in spelling and 
special effort should be made to teach the children to spell these words 
correctly. The reason for this is that such words are the commonest 
words iQ English writing and above all others are important for pupils 
to learn. To be sure, the learning of this particular group of words 
does not cover an entire course of study in spelling but a child leaving 
the eighth grade can better afford to be ignorant of any other word in 
the English language than of one of these. 

e. In some of the grades in some of the schools the methods em- 
ployed in teaching spelling produce satisfactory results. It is impor- 
tant that such methods should be generalized in so far as possible for 
use throughout the city. This is essentially the task of supervision. 
Trained supervisors, familiar with the most successful methods in use 
in the St. Paul schools, as well as in other school systems, may assist 
teachers whose training and position gives them a more restricted 
view of their problems. The psychological laws which operate in the 
production of spelling ability are by no means inscrutable and many 
of them are known and altogether accessible. Every large school sys- 
tem should provide supervisory assistance, so that every teacher in 
the system may be put into contact with the best teaching methods 
available. 



10 Cf. Pryor, Hugh Clark, A Suggested Minimal Spelling List. 
Part I, Sixteenth Yearbook of the National Society for the Study of 
Education, 



292 



REPORT OF SCHOOL SURVEY 



III. ARITHMETIC. 



1. The Classes Tested. 



In measuring the work in arithmetic only the "A" divisions of 
grades 3 to 8 were used. The tests were given just after the mid-year 
promotion so that the results represent the condition of the several 
grades at the middle of the year's work. 16,000 tests in all were 
given. In 16 schools tests were given by members of the Survey Stafif. 
These schools will be referred to as group "A." In 32 other schools, 
referred to as group "B„" the tests were given by the teachers. In the 
schools of group "A," all of the four tests were given, making a total 
of 3,151 children tested. In the schools of group "B" but one or two 
of the four tests were given in each school. In all 6,684 children in 
the 49 schools were tested in one or more of the fundamental pro- 
cesses. 





Group "A.' 


1. 


Adams 


4. 


Cleveland 


12. 


Franklin 


13. 


Galtier 


15. 


Gordon 


21. 


Hendricks 


22. 


Hill 


26. 


Jefferson 


27. 


Lafayette 


28. 


Lincoln 


20. 


Longfellow 


31. 


McClellan 


42. 


Ramsey 


44. 


Scheffer 


46. 


Sibley 


52. 


Webster 





Group "B." 


2. 


Ames 


3. 


Baker 


5. 


Crowley 


6. 


Davis 


i . 


Deane 


8. 


Douglas 


;». 


Drew 


10. 


Ericsson 


11. 


Finch 


14. 


Garfield 


16. 


Gorman 


17. 


Grant 


18. 


Hancock 


19. 


Harrison 


20. 


Hawthorne 


23. 


Homecroft 


24. 


Irving 


25. 


Jackson 


32. 


McKinley 


33. 


Madison 


47. 


Smith 


48. 


Taylor 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 393 

Group "A." Group "B." 



50. 


Van Buren 


53. 


Whittier 


34. 


Mattocks 


35. 


Maxfield 


36. 


Monroe 


37. 


Mound Park 


38. 


Murray 


39. 


Neill 


40. 


Phalen Park 


43. 


Rice 


45. 


Sheridan 



2. The Tests. 

The Woody scales,^^ which were used in these tests, are com- 
posed of problems in the fundamentals of arithmetic. There are four 
scales, one each in addition, subtraction, multiplication and division. 
The problems in each scale are arranged in a determined order. The 
easiest problem is placed first on the scale and the most difficult prob- 
lem is last. Between these extremes the other problems are arranged 
in order of increasing difficulty. 

In taking the tests the children started at the easiest problem and 
worked as far as their ability enabled them to go. Ample time, 20 
minutes, for each test was allowed for each class. Practically all chil- 
dren exhaust their abilities before the end of the time. The test, 
therefore, measures the maximum power of achievement of these chil- 
dren and is in no sense a measure of their speed of work. The scores 
made by the several grades, therefore, will be understood as represent- 
ing the maximum class attainment for the processes in question. 

The several scales follow. 



^^ Woody, Clififord, Measurement of Some Achievements in Arith- 
metic, Teachers' College Contributions to Education, Number 80, 1916. 



294 



REPORT OF SCHOOL SURVEY 



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MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 303 



a. Methods of Testing. 

The following instructions for the use of the scales were given to 
the teachers and were substantially followed by the members of the 
Survey Staff in giving the tests : 

1. Keep papers separate for different grades. 

2. Have the children in front seats pass papers face down. 

3. See that each pupil has 2 pencils, sharpened. 

4. Say: "On the other side of this paper are a number of addi- 

tion problems — "and" problems (or Division, etc.) See 
how many of these problems you can get correctly. You 
will have all the time you need — 20 minutes. Be sure every 
one is right. The small numbers above the problem with 
marks on each side are to tell you which problem it is — do 
not add them." 

5. "Wait till you are thru to write your name." 

6. "Ready Begin." 

7. Do not answer any question. 

8. Do not permit any talking or moving about the room by any- 

one. 

9. Let the pupils work exactly 20 minutes on each scale. 

10. See that blanks are filled by all pupils — at the end of 20 min- 

utes — but that no further work is done. 

11. Test "A" grades— 3 to 8— only. 

12. Have this test given in each room at 10 o'clock Tuesday morn- 

ing. 

13. Return the tests to the Superintendent's office by 1 o'clock. 

b. Scoring the Tests. 

Material from all these tests was brought to the Survey office and 
scored by clerks employed for that purpose. In group "A," therefore, 
the tests were both given and scored in such a manner as to render the 
results entirely dependable. In group "B," the tests were doubtless 
given with as great uniformity as so large a number of teachers un- 
trained in testing would ordinarily perform this work. The scoring 
was as accurately done as in the tests of group "A." The results in 
group "B" will, of course, not be so accurate a picture of the school 
conditions because usually only one of the tests was given to each 
class. 

The class score is found by using the value of the five highest 



30J: REPORT OF SCHOOL SURVEY 

problems solved correctly by 50^ of the class. Where the per cent 
is above or below 50 the values are corrected to this per cent.^^ 

3. Results. 

The results for the test in arithmetic are shown in Tables V to 
IX. In Table V are all of the scores in each of the four subjects for 
all the grades in schools of the "A" group. The scores for group "B" 
schools are shown in Table VI. The median scores of the two groups, 
together with the Woody norms,^^ are shown in Tables VII and VIII, 
and the grade medians for all the schools tested, together with the 
Woody norms are shown in Table IX. 

There is no essential difference between the medians of the 
schools in group "A" and those in group "B." It appears that by both 
of the methods used, a fair measure of the work in the fundamentals of 
arithmetic was obtained. There are probably more cases of superior 
scores in group "A" than in group "B." 

a. Comparison With Woody Norms. 

In comparison with the Woody norms shown in Tables VII to IX 
the St. Paul schools rank relatively high in subtraction. Only in the 
3rd grade do they fall below the Woody standard. In grades 6, 7 and 
8 the subtraction scores are superior to the Woody norms by one-half 
grade. In multiplication in the 4th and 6th grades, the work is prac- 
tically up to standard. The multiplication in all grades with the ex- 
ception of 5A in the St. Paul schools is inferior to the norms of the 
Woody scale. The grade deficiency is greatest in addition, where, in 
grades 3, 4, 5, 7, and 8 the scores are practically one half-grade lower 
than they should be. 

12 Woody, Clifford, Measurement of Some Achievements in Arith- 
metic, Teachers' College Contributions to Education, Number 80, 
1916, pp. 12 to 21. 

1^ Woody, Clifford. "Measurement of Some Achievements in 
Arithmetic." Teachers' College Contributions to Education. P. 21, 
No. 8, 1916. 

The norms shown in these tables are not those given by Woody. 
The ones which he gives on page 21 are computed from tests given 
during the first part of the school year. The tests in St. Paul were 
given at the beginning of the second semester. Comparable norms 
are computed from those given by Woody and used in Tables VII, 
VIII and IX. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 305 



TABLE V. 



Arithmetic, Schools of Group "A." Scores in Four Fundamentals for 

Each Grade Tested. 



8A. 



Addition Subtraction Multiplication Division 



1. Adams 9.05 7.58 

4. Cleveland 9.32 8.13 

L2. Franklin 9.12 7.85 

L3. Galtier 8.73 7.86 

L5. Gordon No eighth grade 

11. Hendricks 7.86 

;2. Hill 9.70 8.53 

16. Jefferson 8.80 8.30 

18. Lincoln 8.91 7.45 

50. Longfellow . . . 9.18 8.65 

n. McClellan 8.79 7.83 

[2. Ramsey 8.52 7.85 

t6. Sibley 9.13 7.86 

)2. Webster 8.74 8.08 



7.63 


7.17 


.... 


6.79 


8.07 


7.53 


7.08 


6.74 


7.53 




8.13 


8.13 


9.69 


7.30 


7.91 


7.01 


7.94 


7.92 


7.63 


7.02 


7.46 


7.31 


7.22 


7.99 


6.72 


7.92 



306 



REPORT OF SCHOOL SURVEY 



TABLE V— Continued. 



7A. 



Addition Subtraction Multiplication Division 



1. Adams 8.17 

4. Cleveland 9.03 

12. Franklin 8.65 

13. Galtier 7.62 

15. Gordon 8.14 

21. Hendricks 7.68 

22. Hill 8.29 

26. Jefferson 8.27 

28. Lincoln 8.36 

30. Longfellow .... 8.44 

3L McClellan 8.14 

42. Ramsey 8.15 

46. Sibley 8.37 

52. Webster 7.66 



7.47 


7.20 


6.83 


7.61 


. . . • 


6.58 


7.69 


7:29 


6.90 


7.35 


7.24 


5.89 


7.62 


6.82 


5.88 
6.28 


7.66 


7.22 


6.50 


7.43 


6.97 


6.79 


7.89 


7.88 


7.15 


8.18 


.... 


6.56 


7.22 


6.83 


5.52 


7.49 


6.88 


6.79 


7.55 


7.05 


6.46 


8.02 


7.47 


7.79 



TABLE V— Continued. 



6A. 



Addition Subtraction Multiplication Division 



1. Adams 7.72 

4. Cleveland 

12. Franklin 8.22 

13. Galtier 7.39 

15. Gordon 7.15 - 

21. Hendricks 7.44 

22. Hill 

26. Jefferson 7.68 

28. Lincoln 7.68 

30. Longfellow 7.44 

31. McClellan 7.83 

42. Ramsey No "A" 

46. Sibley 8.02 

52. Webster 7.52 



6.46 


6.81 


5.61 


6.76 


6.80 


5.70 


7.29 


7.87 


6.14 


6.90 


6.31 


5.57 


7.07 


5.91 


5.58 


6.53 


6.22 


5.75 


7.47 


7.26 


6.46 


6.97 


5.19 


5.38 


7.76 


6.72 


6.24 


7.64 


6.64 


5.74 


6.01 


5.85 


5.47 


grades 






7.26 


6.86 


5.58 


7.11 


7.04 


4.88 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 
TABLE V— Continued. 



307 



5A. 



Addition 

Adams 7.40 

Cleveland 7.71 

Franklin 7.72 

Galtier 7.46 

Gordon 

Hendricks 6.61 

Hill 7.94 

Jefferson 7.62 

Lincoln 7.40 

Longfellow .... 7.24 

McClellan 7.80 

Ramsey No fifth 

Sibley 7.46 

Webster 7.10 



Subtraction 


Multiplication 


Division 


5.19 


5.25 


4.22 


5.83 


5.79 


4.95 


6.26 


5.81 


5.60 


6.43 


5.65 


5.26 


6.11 


6.07 


5.18 


5.13 


5.90 


5.27 


7.09 


6.59 


5.48 


6.54 


5.70 


5.51 


6.57 


6.23 


5.58 


6.25 


5.36 


4.88 


6.15 


5.55 


5.02 


grade 






5.97 


5.05 


5.03 


5.98 


5.99 


5.05 



TABLE V— Continued. 



Addition 

Adams 5.94 

Cleveland 7.74 

Franklin ...... 6.75 

Galtier 5.89 

Gordon 

Hendricks 6.42 

Hill 6.38 

Jefferson 6.22 

Lafayette 6.QQ 

Lincoln 7.07 

Longfellow .... 6.21 

McClellan 6.37 

Ramsey 5.60 

Scheffer 6.19 

Sibley 6.57 

Webster 5.48 



4A. 






Subtraction 


Multiplication 


Division 


4.36 


3.78 


3.09 


4.87 


5.49 


4.10 


5.71 


5.34 


3.13 


4.51 


4.16 


4.60 


6.11 


6.07 


4.99 


5.07 


4.89 


3.13 


5.38 


5.72 


3.84 


4.39 


4.73 


3.64 


5.05 


5.21 


3.48 


5.39 


4.72 


3.29 


4.26 


4.65 


3.68 


4.87 


5.79 


3.39 


4.18 


3.52 


3.40 


5.95 


5.11 


3.93 


5.02 


4.28 


3.47 


• 5.24 


4.99 


3.70 



308 



llEPORT OF SCHOOL SURVEY 



TABLE V— Continued. 



3A. 



Addition Subtraction Multiplication Division 



1. Adams 3.60 

4. Cleveland 4.18 

12. Franklin 5.52 

13. Galtier 5.32 

15. Gordon 5.26 

21. Hendricks 5.26 

22. Hill 5.10 

26. Jefferson 5.12 

27. Lafayette 4.93 

28. Lincoln 4.72 

30. Longfellow .... 5.47 

31. McClellan ...... 5.55 

42. Ramsey 4.18 

44. Scheffer 4.72 

46. Sibley 4.77 

52. Webster 6.36 



2.55 


1.23 

2.93 


2.38 


2.32 


2.57 




3.62 


4.14 


2.82 


3.24 


1.06 
1.15 


1.38 


3.04 


2.84 




2.73 


2.55 


2.62 


2.96 


1.56 


2.78 


2.11 


1.11 


2.66 


2.60 


1.70 




2.77 


1.53 


2.60 


3.08 


1.76 


2.41 


3.55 


2.13 


3.85 


3.02 


2.48 


2.95 


3.02 


2.61 





MEASUREMENT OF CHILDREN S ACHIEVEMENTS 



309 



TABLE VI. 

Arithmetic. Schools of Group "B." Scores in Fundamentals for 

Each Group Tested. 



8A. 



Addition Subtraction Multiplication Division 



2. Ames 8 

5. Crowley 9 

6. Davis 

7. Deane 

8. Douglas 

LO. Ericsson 8 

11. Finch 8 

16. Gorman 

L7. Grant 

Hancock 

Homecroft .... 

Irving 

McKinley 

Madison 

Monroe 

Mound Park. . . 

Murray 

Neill 9 

Phalen Park... 8 

Sheridan 

Smith 

Taylor 

Van Buren 

Whittier 6 



01 
05 



94 

82 



92 



37 
60 



'.68 



8.25 

7.67 
8.50 

8.15 



8.08 



7.83 

7.83 
7.98 



7.75 



7.70 
7.23 
6.64 

7.75 



6. 



7.69 

7.39 
6.78 
7.49 



6.71 



61 



310 



REPORT OF SCHOOL SUEYEY 



TABLE VI— Continued. 



7A. 



Addition Subtraction Multiplication Division 



2. 


Ames 


. 3.52 


.... 


.... 


.... 


5. 


Crowley 


. 8.38 


.... 


.... 




6. 


Davis 


. 8.16 


.... 


.... 


.... 


7. 


Deane 


. 8.55 


7.33 


.... 


.... 


8. 


Douglas 




7.26 


6.76 




10. 


Ericsson 


. 8.28 


.... 




.... 


11. 


Finch 


. 8.46 


6.51 


.... 


.... 


14. 


Garfield 




.... 




6.75 


16. 


Gorman 




.... 


8.13 


.... 


17. 


Grant 




7.03 




.... 


18. 


Hancock 








6.69 


23. 


Homecroft . . . 




6.98 




.... 


24. 


Irving 





7.68 




.... 


25. 


Jackson 







.... 


6.76 


32. 


McKinley 






.... 


6.78 


33. 


Madison 


. 8.78 


7.69 


.... 


.... 


36. 


Monroe 






.... 


6.14 


37. 


Mound Park. . 




.... 




7.10 


38. 


Murray 








7.12 


39. 


Neill 


. 7.86 


7.44 


.... 




45. 


Sheridan 





.... 


6.88 


.... 


47. 


Smith 




.... 


7.46 


.... 


48. 


Taylor 




.... 


7.22 


7.23 


60. 


Van Buren 


• • • . • 


7.44 


7.24 


.... 



MEASUREMENT OF CHILDREN S ACHIEVEMENTS 



311 



TABLE VI— Continued. 



6A. 



Addition Subtraction Multiplication Division 



2. Ames 8, 

5. Crowley 7 

6. Davis 7 

8. Douglas 

9. Drew 

10. Ericsson 7 

11. Finch 7 

14. Garfield 

16. Gorman 

17. Grant 

18. Hancock . . . . , 

23. Homecroft . . , 

24. Irving 

25. Jackson 

32. McKinley .... 

33. Madison .... 

36. Monroe 

37. Mound Park. 

38. Murray 

39. Neill 

40. Phalen Park... 7 

43. Rice 

45. Sheridan .... 

47. Smith 

48. Taylor 

50. Van Buren.. . 



02 

57 
38 



8.17 



.56 



20 

10 

86 



32 
16 



6.90 
6.94 

8.55 

41 



6.59 
6.50 
6.20 
6.88 



5.29 



6.14 



5.98 
5.90 

5.60 
5.49 
6.32 



5.56 



312 



KEPORT OF SCHOOL SURVEY 



TABLE VI— Continued. 
5A. 

Addition Subtraction Multiplication Division 



2. Ames 7 

6. Davis 7 

8. Douglas 

9. Drew 

10. Ericsson 7 

11. Finch 6 

14. Garfield 

17. Grant 

18. Hancock 

19. Harrison 

23. Homecroft • . . . 

25. Jackson 

32. McKinley 

33. Madison 5 

34. Mattocks 4 

35. Maxfield 

36. Monroe 

37. Mound Park... 

38. Murray 

39. Neill 

40. Phalen Park... 

43. Rice 

45. Sheridan 

47. Smith 

48. Taylor 

50. Van Buren 



38 
19 



28 
73 



15 

87 



49 



06 



31 



36 



68 
55 

95 



4.98 
7.15 

6.23 



5.31 



5.33 
5.07 
5.46 
5.22 



4,88 

5.06 
5.35 

5.99 
4.73 



4.85 
5.44 
4.92 
5.49 



5.23 



MEASUREMENT OF CHILDREN S ACHIEVEMENTS 



313 



TABLE VI— Continued. 



4A. 



Addition Subtraction Multiplication Division 



Ames 6.27 

Davis 6.85 

Deane 

Douglas 

Drew 

Ericsson 7.24 

Finch 5.66 

Garfield 

Gorman 

Grant 

Harrison 

Homecroft .... 

Irving 

Jackson 

Madison 6.41 

Mattocks 4.07 

Maxfield 

Monroe 

Mound Park 

Murray 

Neill 6.81 

Rice 

Sheridan 

Smith 

Taylor 



98 
36 



37 

85 
66 



82 
57 



4.87 
5.23 
4.52 



4.29 



4.88 
5.15 
3.95 



52 



04 



48 



4.11 



314 



REPORT OF SCHOOL SURVEY 



TABLE VI— Continued. 



3A. 



Addition Subtraction Multiplication Division 



2. Ames 4.47 

6. Davis 5.09 

7. Deane 

8. Douglas 

9. Drew 

11. Finch 4.39 

14. Garfield 

16. Gorman 

17. Grant 

19. Harrison 

20. Hawthorne .... 

23. Homecroft .... 

24. Irving 

25. Jackson 

33. Madison 5.60 

34. Mattocks 2.46 

35. Maxfield 

37. Mound Park... 

38. Murray 

43. Rice 

45. Sheridan 

47. Smith 

48. Taylor 



2.43 
3.15 



4.77 

1.95 
3.73 
5.56 



2.33 



94 
10 

15 



70 



64 
42 
91 



70 



07 



54 



18 
61 
21 



3.18 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 



315 



TABLE VII. 

Arithmetic. City Scores and Woody Norms for Each Grade in 

Group "A." 

Addition Subtraction Multiplication Division 



8A Grade— St. Paul 
Woody Norm. . . 

7A Grade— St. Paul 
Woody Norm . . . 

6A Grade— St. Paul 
Woody Norm. . . 

5A Grade— St. Paul 
Woody Norm. . . 

4A Grade— St. Paul 
Woody Norm . . . 

3A Grade— St. Paul 
Woody Norm . . . 



. 9.10 


8.21 


8.08 


7.38 


. 9.19 


7.81 


8.27 


7.45 


. 8.23 


7.64 


7.31 


6.52 


. 8.83 


7.48 


7.60 


6.88 


. 7.97 


7.25 


6.77 


5.85 


. 8.30 


6.89 


6.99 


6.33 


. 7.55 


6.18 


5.58 


5.26 


. 6.47 


5.97 


6.13 


5.42 


. 6.26 


5.02 


4.67 


3.44 


. 6.55 


4.85 


4.29 


4.08 


. 5.01 


2.89 


1.78 


2.59 


. 5.55 


3.59 


2.97 


2.91 



Total Number of Children Examined in Group "A" schools 3,151. 



Note : The above Woody Norms are not the early fall norms 
given in his monograph, but February norms estimated from the 
former. 



316 REPORT OF SCHOOL SURVEY 



TABLE VIII. 

Arithmetic. City Scores and Woody Norms for Each Grade in 

Group "B." 

Addition Subtraction Multiplication Division 



8A Grade— St. Paul. 


9.09 


8.05 


7.72 


7.39 


Woody Norm .... 


9.19 


7.81 


8.27 


7.45 


7A Grade— St. Paul. 


8.49 


7.60 


7.44 


6.90 


Woody Norm. . . . 


8.83 


7.48 


7.60 


6.88 


6 A Grade— St. Paul. 


7.89 


6.98 


6.89 


5.86 


Woody Norm. . . . 


8.30 


6.89 


6.99 


6.33 


5A Grade— St. Paul. 


7.47 


5.80 


5.00 


5.15 


Woody Norm .... 


6.47 


5.97 


6.13 


5.42 


4A Grade— St. Paul. 


5.98 


5.28 


4.68 


3.47 


Woody Norm. . . . 


6.55 


4.85 


4.29 


4.08 


3A Grade— St. Paul. 


4.49 


3.09 


1.31 


2.72 


Woody Norm 


5.55 


3.59 


2.97 


2.91 



Total Number of Children Examined in Group "B" Schools 3,533. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 317 

TABLE IX. 
Arithmetic. City Scores and Woody Norms fof Entire City. 

Addition Subtraction Multiplication Division 

8A Grade— St. Paul. 8.99 
Woody Norm 9.19 

7A Grade— St. Paul. 8.29 
Woody Norm.... 8.83 

6A Grade— St. Paul. 7.99 
Woody Norm 8.30 

5A Grade— St. Paul. 7.54 
Woody Norm 7.47 

iA Grade— St. Paul. 6.00 
Woody Norm.... 6.55 

3A Grade— St. Paul. 4.76 
Woody Norm .... 5.55 

Total Number of Children Examined in the City 6,684. 



8.17 


7.93 


7.41 


7.81 


8.27 


7.45 


7.63 


7.35 


6.74 


7.4B 


7.60 


6.88 


7.20 


6.85 


6.02 


6.89 


6.99 


6.33 


6.08 


5.67 


5.28 


5.97 


6.13 


5.42 


5.09 


4.28 


3.14 


4.85 


4.29 


4.08 


3.08 


2.15 


2.67 


3.59 


2.97 


2.91 



318 REPORT OF SCHOOL SURVEY 



b. Explanation of Figures 3 to 6. 

A graphic representation of the conditions in arithmetic are 
shown in Figures 3 to 6. These figures are made upon the same 
plan as Fig. 1 in spelling. The full drawn line in each grade repre- 
sents the Woody norms for that grade. The dotted line in each case 
represents the median score of all the children tested in the St. Paul 
schools. The individual schools tested are represented by the figures 
in broken lines at the point on the scale where the score for the grade 
in question falls. The schools whose numbers appear in circles were 
tested by members of the Survey Stafif. 

The figures give a convincing picture of the grade advancement of 
the St. Paul children in the fundamentals of arithmetic. From left to 
right in the succeeding grades the body of schools steps upward on 
the scale, reaching the highest points, as might be anticipated, in the 
8th grade. The distance between the position on the lowest and the 
highest schools in Figures 3 and 6 pictures the range of ability in 
schools of the same grade designation. In practically every grade the 
range from poorest to best is from the median of the grade below to 
the median of the grade above. " 

The amount of overlapping actually existing in the schools of the 
city is greater than that pictured in Figures 3 to 6. Between each of 
the grades represented by the contiguous vertical sections of the figure 
there exist intermediate grades. If the classes of these intermediate 
grades were pictured, the actual grade advancement would be more 
apparent and there would be evidenced a much greater amount of 
overlapping than is shown here. A vivid picture of the amount of 
overlapping may be obtained by cutting from the figure a horizontal 
section, one inch in width. Cut almost anywhere from any one of the 
four figures, such a section would contain classes from two to five 
dififerent grades. With the intermediate grades not represented here 
the actual overlapping indicated would be from four to ten half-grade 
intervals. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 



319 



FIG. 3. 

Arithmetic. Addition, A divisions, grades 3 to 8. Figures on or- 
dinate indicate scale values. Heavy full drawn lines indicate Woody 
norms for the several half-grades. Heavy broken lines represent St. 
Paul scores for each half-grade. Thin broken line shows median 
scores for individual schools. Numbers correspond to schools as 
shown in Table I. Numbers in circles are schools in group A. 



OA 




320 



REPORT OF SCHOOL SURVEY 



FIG. 4. 

Arithmetic. Subtraction, A divisions, grades 3 to 8. Figures on 
ordinate indicate scale values. Heavy full drawn lines indicate Woody 
norms for the several half-grades. Heavy broken lines represent St. 
Paul scores for each half-grade. Thin broken line shows median 
scores for individual schools. Numbers correspond to schools as 
shown in Table I. Numbers in circles are schools of group A. 




MEASUREMENT OF CHILDREN'S ACHIEVEjVIENTS 



321 



FIG. 5. 

Multiplication, A divisions, grades 3 to 8. Figures on ordinate 
indicate scale values. Heavy full drawn lines indicate Woody norms 
for the several half-grades. Heavy broken lines represent St. Paul 
scores for each half-grade. Thin broken line shows median scores for 
individual schools. Numbers correspond to schools as shown in Ta- 
ble I. Numbers in circles are schools of group A. 



■3A 



4A. 



5A. 



GA 



7A 



&A^ 




322 



REPORT OF SCHOOL SURVEY 



FIG. 6. 



Division. A divisions, grades 3 to 8. Figures on ordinate indi- 
cate scale values. Heavy full drawn lines indicate Woody norms for 
the several half-grades. Heavy broken lines represent St. Paul scores 
for each half-grade. Thin broken line shows median scores for indi- 
vidual schools. Numbers correspond to schools as shown in Table I. 
Numbers in circles are schools of group A. 

.3A 4A 5A 6A 7A &A 



-@— 



— 32 — @ — (g) 





MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 323 



c. Variation Among Schools. 

This inferiority of results in addition and other processes is, of 
course, not characteristic of all the schools measured. In the group 
"A" schools, for instance, the Cleveland, Hill, Longfellow and Sibley 
schools equal or exceed the addition standard set in the 8th grade. 
The Cleveland exceeds it in the 7th grade, the Franklin approximates 
it in the 6th grade, nine schools equal or exceed it in the 5th grade, the 
Cleveland, Franklin, Lafayette, Lincoln and Sibley equal or exceed it 
in the 4th grade and the Franklin, McClellan and Webster exceed it in 
the 3rd grade. 

It is not enough, however, from the standpoint of the city as a 
whole that certain schools should achieve satisfactory work. It is a 
serious problem not to be neglected by the supervisory or the teaching 
force that in the 7A addition, one school should score lower than 6B 
quality or that in 8A addition another school should score lower than 
4A quality or that two 5A grades should score below 3A in quality. 
The range of efficiency in evidence by these extreme scores is difficult 
to understand. There seems no adequate reason why the Webster 
school should be able to achieve a score of more than six points in 3A 
addition and the ]\Iattocks school less than eight points in 6A addi- 
tion and the Gordon school make but slightly more than 7, or why the 
Cleveland school should score nine points in 7A addition and the Neill 
school less than eight, or why the Neill school should score more than 
nine points in 8A addition and the Whittier school less than seven. 

d. Variation Among Pupils of Same Class. 

The wide range of ability evidenced in the comparison of median 
scores of separate buildings becomes even clearer when one compares 
the advancements of the children in the several grades of one building. 
Table X represents the scores made by the individual children 
tested in one school. This table should be read vertically to show 
the distribution of the pupils of any grade ; the children of the same 
attainment are found in the same horizontal column. Thus, in Table 
X the 8A class shows 3 pupils of eighth grade standing, 6 show 7A 
attainment, 9 show 7B standing and so on. The table shows clearly 
that the children of any grade are distributed in attainment, more or 
less widely throughout a number of grade standards. If these chil- 
dren were really to be classified on the basis of their achievements 
those in any horizontal column should be brought together. Thus the 



524 



REPORT OF SCHOOL SURVEY 



children in the school who have 6A standing in addition are 3 in the 
8A class, 8 in the 7A class, 11 in the 6A class and 4 in the 5A class. 

e. Individual Instruction in Group Organizations. 

In discussing the distribution of achievements in the case of spell- 
ing a method for the reclassification of children for purposes of spell- 
ing instruction was recommended. It is not probable that if children 
were reclassified on the basis of their spelling attainment that the re- 
classification would hold in any very accurate fashion for instruction 
in the fundamental processes of arithmetic. Clearly a school could 
not be reclassified for adequately adapted instruction in every school 
subject ; at least the widely divergent abilities of pupils in the St. Paul 
schools do not allow such reclassification. 



TABLE X. 

Arithmetic, Addition. Distribution of Attainments for the Several 
Pupils of Each Grade Tested in a Single School. 



Grade — Attainment 8A 

8A 1 

8B 2 

7A 6 

7B 9 

6A 3 

6B 1 

5A 1 

5B 1 

4A 

4B 

3A 

3B 

Below 3B 



(A 



6A 



5A 



4A 



3A 



1 










3 




1 






5 


6 








8 


11 


4 






7 


6 


8 






4 


6 


10 


2 




4 


3 


10 


1 




2 


1 


3 


11 


1 




, . 


2 


8 


3 


• 


• • 


1 


7 
8 
3 


6 

9 

14 



Hence, it is important to consider means by which individual in- 
struction may be given to children gathered into large groups. It is 
clear that the ordinary assignments for drill in the fundamentals of 
arithmetic as adapted to the ability of median pupils are much too hard 
for some and much too easy for others. Because of its evident econ- 
omy, it is important to maintain the group organization. Because of 



teii 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 325 

ts evident unfairness it is important that not all children in such a 
^roup should be given exactly the same instruction. Some other de- 
vice must be provided if all the children are to be given equally favor- 
ible conditions for improvement. The problem seems, therefore, to 
)e to devise a method of individual instruction for use in group organ- 
zations. 

This program is altogether feasible if definite standardized prac- 
ice material is provided in printed or mimeographed form. With 
;uch material each child can be given the problems best suited to his 
ndividual attainments. While he practises on problems accurately 
idapted to his level of achievement, his neighbor on the right may be 
)ractising on a problem which is more difficult but which equally fits 
lis particular level of attainment. Similarly, his neighbor on the left 
nay be practising on a problem much easier but which fits equally 
veil his particular advancement. By such a scheme the classes rep- 
esented in Table X may be given drills with every member practising 
vith material of the proper difficulty. By such a method the advan- 
ages of group organization and individual instruction are combined 
md the value of the practice period to the class as a whole is very 
greatly increased. 

If, in addition to this type of practice, ^^ each child is allowed to 
:eep for himself a learning curve showing his own improvement from 
lay to day and from week to week there will be added a very impor- 
ant stimulus toward improvement. It is probably more important 
or any child to enter into competition with his own past record than 
t is for him to try to excel his neighbor, effective as the latter stimulus 
nay be. 

Such a procedure as is here indicated will not only bring the 
nedian and lower quartile pupils up to a higher score, but it will pre- 
i^ent the over training which now occurs with some children. When 
iefinite standards of satisfactory attainments for the several grades 
ire established, children reaching these standards may profitably be 
excused from further drill in those problems with which they have 
nade satisfactory progress. 

^^ Courtis, S. A., Educational Diagnosis. Educational Adminis- 
;ration. Volume 1, 1915. 

Objective Standards as means of Controlling Instruction and 
Economizing time. School and Society. Volume 1, 1915. 

In report of Second Annual Conference on Educational Measure- 
ments, Indiana University Bulletin, Vol. XIII, No. 11, October, 1915, 
3. 37-85 and p. 135-175. 



32() REPORT OF SCHOOL SURVEY 

The possibility that any child may be so excused to devote his 
time to other studies of more personal interest will also serve as i 
powerful stimulus to profitable practice. 



f. Improvement of Methods. 

The practice program here suggested is not intended as the only 
possible scheme for improving the work of the children in the funda- 
mentals of arithmetic. Teachers as well as supervisors should exert 
themselves in every wa}" to discover methods by which practice may 
be made effective. There can be little doubt that much of the so- 
called practice in the regular work of the school is ineffective and that 
children are not at all improved by it. There is good reason to be- 
lieve that some are injured in the dulling of their interest, if not in 
their actual efficiency, through unprofitable drills. 

For the most effective motivation of practice work both the teach- 
ers and the pupils should have opportunity to know, at frequent inter- 
vals, in definite measured terms, the effects of practice. Every person 
is stimulated in his efforts when he is made conscious of success. -The 
vast majority of persons find themselves dulled through continuous 
and often repeated exercises which result in failure. Under condi- 
tions in which most drill work is carried on neither the pupils nor the 
teachers know in any definite fashion what the results of their prac- 
tice work are. The uncertainty of outcome very quickly breeds indif- 
ference, and practice under such conditions not only fails to make per- 
fect the habits practised but leads to dulled interest, if not disgust. 



4. Recommendations. 

Clearly there is opportunity for most of St. Paul schools to im- 
prove the work in teaching the fundamentals of arithmetic. Recent 
studies indicate that the average achievements of school children in 
the fundamentals of arithmetic are lower at almost every grade level 
than they need to be. The standard which St. Paul schools should set 
for themselves, therefore, should be not merely to attain the average 
scores made by other schools, but to do work distinctly superior to 
these. This means that practically every school in the city should 
strive to improve its work in the teaching of these fundamental pro- 
cesses. Efforts at improvement may be guided by the following sug- 
gestions: 



; I 



MEASUREMENT OF CHILDREN'S ACHIEVE^NIENT'S 327 



•i 



a. Set definite standards of achievement for each grade. Such 
standards should involve not merely a median for classes but 
a minimum for individuals. 

b. Measure the work at intervals by tests of known difficulty to 
determine how well these standards are being met. 

c. In the case of grades and schools with low scores make fur- 
ther investigation to determine exactly the causes of such de- 
ficiency. 

d. Devise or adopt methods for drill so that all practice may be 
effective in producing desirable results and so that pupils may 
be drilled on problems of proper difficulty. 

e. Do not over emphasize the importance of high efficiency in 
these fundamental processes as a basis of general promotion 
from grade to grade. These abilities are highly specialized 
and there is no assurance that they are accompanied by equal 
abilities in reading, spelling, etc. 



IV. HANDV/RITING. 

1. The Tests. 

In measuring the handwriting of the St. Paul schools, the children 
n grades 3 to 8 in 46 schools were asked to write a Mother Goose 
hyme. The stanza, 

Mary had a little lamb, 
It's fleece was white as snow. 
And everywhere that Mary went 
The lamb was sure to go. 

tvas printed at the top of a page of ruled paper and the children were 
isked to read it several times in order to recall it accurately. The 
writing was done with ink and two minutes' time was allowed for 
writing the exercises. Immediately following the writing each child 
was asked to count the number of letters which he had written. and to 
write this number in the upper right hand corner of his page. The 
papers were then gathered into bundles, by grades and schools, and 
brought to the Survey office, where the scoring was done. 

In 14 schools, the tests were given by members of the Survey 
Staff, who had been previously instructed and drilled in the method of 



328 KEPOIIT OF SCHOOL SURVEY 

testing. These schools are called group "A." In the remaining 32 
schools, called group "B," the tests were given by the teachers of the 
several classes, following instructions sent out by the Survey Staff. 

2. Scoring. 

a. Rate. 

In the lower grades the number of letters was recounted by clerks 
in the Survey office. In the upper grades, after some preliminary re- 
checking to determine the reliability of the children's markings, these 
markings were accepted as sufficiently accurate for the computation of 
median scores. 

b. Quality. 

The papers were scored for quality by means of the Ayres Three 
Slant Scale. ^^ The following procedure was uniformly followed : 
The papers from each school were arranged by grades, and in scoring 
they were taken in order, beginning with the papers of 3A and ending 
with those of the 8A grade. In judging the merits of the individual 
papers, effort was made to keep constant the following conditions: 
light, distance of paper from the eyes, distance of the scale from the 
eyes and duration of attention to each paper. The basis of compari- 
son of any paper with this scale was its legibility. Whatever rendered 
the paper illegible such as poor ink, crowding of letters, poor letter 
form, size of letters, irregular line, etc., tended to produce a low score 
for that paper. 

In order to check the constancy of judgment of the scorer, two 
methods were used. First, after a lapse of some time following the 
scoring of the papers, the judge re-scored the papers from all the 
schools. Second, the papers from a number of schools were scored by 
two other judges. All three of the judges were men of considerable 
experience in the public schools and either in normal schools or in col- 
leges. It was found in the second comparison that the judge who had 
scored the entire set of papers varied from the check scorers by not 
more than 2.7 per cent per paper in the case of all schools but one. In 
the case of most schools the variation was less than 1 per cent. On 
the basis of these two methods of checking his judgments, the qualities 
assigned by the one judge were accepted for all of the papers scored 
and the medians of the several classes are computed from the values 
assigned by him. 

^^ Ayres, Leonard P. Measuring Scale for Handwriting, 1912. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 329 

3. Results, 
a. Median Scores. 

The results for the handwriting test for all the schools are shown 
in Tables XI and XII. The grade medians for rate and quality for 
each school are given, together with the grade medians for the group. 
In Table XIII the city medians are given, together with scores for the 
city of Cleveland.^^ The twelve cities reported by Starch^'^ and the 
Ayres standards. ^^ 

As compared with the city of Cleveland, grades 5, 6, and 7 in St. 
Paul write somewhat more slowly. As compared with the Cleveland 
scores in quality, the St. Paul classes are ten scale points superior. In 
the 8th grade, the St. Paul rate is the same as that of Cleveland ; its 
quality is 11 points higher. The best available data for comparison in 
grades 3 and 4 are the Ayres standards. The comparison with these 
shows that the St. Paul children write more slowly but better than 
this standard in the three lower grades. In the three upper grades the 
St. Paul children excel in both rate and quality of work. 

Comparison with the 13 cities reported by Starch gives similar 
testimony to the superior work of St. Paul schools. 

b. Interpretation of Figure 7. 

The grade scores for St. Paul are indicated in Figure 7 by the en- 
closed figures on the dotted lines. The full drawn lines connect the 
several grade norms indicated by Ayres^^. In every case the position 
of the St. Paul score is to the right of the Ayres norm indicating the 
superior quality of the St. Paul handwriting. In general the results 
from the city indicate fair grade advancement although in grades 4, 5 
and 6, St. Paul greatly sacrifices rate for quality. In the eighth 
grades, St. Paul stands clearly ahead in quality and up to the Ayres 
norm in rate. 

i^Judd, Charles Hubbard. Measuring the work of the Public 
Schools. Cleveland Educational Survey. Page 77 and following. 
1916. 

" Starch, Daniel. The Measurement of Efficiency in Reading, 
Writing, Spelling and English. University of Wisconsin, 1914. 

1^ Ayres, Leonard P. Measuring Scale for Handwriting, Gettys- 
burg Edition, 1917. 



330 



REPORT OF SCHOOL SURVEY 



TABLE XI. 



Median Rate and Median Quality for A Divisions of Grades 3 to 8 in 

Group A Schools. 





School 




3A 


4A 


5A 


6A 


7A 


8A 


1. 


Adams 


Rate 


32 


55 


79 


71 


83 


81 






Quality 


46 


57 


59 


63 


60 


66 


4. 


Cleveland 


Rate 


33 


43 


60 


74 


79 


86 






Quality 


48 


55 


58 


58 


63 


66 


10. 


Ericsson 


Rate 


41 


51 


47 


61 


70 


77 






Quality 


45 


54 


57 


72 


65 


78 


12. 


Franklin 


Rate 


33 


49 


50 


53 


61 


68 






Quality 


44 


46 


53 


58 


65 


62 


13. 


Galtier 


Rate 


40 


51 


47 


65 


84 


88 






Quality 


47 


50 


68 


58 


58 


71 


15. 


Gordon 


Rate 


39 


43 


61 


64 


65 








Quality 


41 


53 


49 


56 


59 




21. 


Hendricks 


Rate 


35 


43 


61 


73 


77 








Quality 


39 


33 


48 


50 


62 




22. 


Hill 


Rate 


32 


44 


55 


63 


71 


91 






Quality 


46 


53 


55 


57 


62 


62 


28. 


Lincoln 


Rate 


29 


38 


45 


53 


75 


80 






Quality 


46 


49 


58 


63 


60 


67 


30. 


Longfellow 


Rate 


30 


38 


50 


63 


67 


74 






Quality 


44 


55 


55 


53 


62 


63 


40. 


Phalen Park 


Rate 


29 


86 


49 


44 


82 


79 


• 




Quality 


42 


52 


53 


53 


54 


57 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 331 



TABLE XI— Continued. 

Median Rate and Median Quality for A Divisions of Grades 3 to 8 in 

Group A Schools. 

School 3 A 4A 5 A 6 A 7A 8A 

42. Ramsey 

46. Sibley 

52. Webster 



Group "A" 
Medians 



Rate 


34 


43 






64 


73 


Quality 


39 


43 






56 


61 


Rate 


37 




47 


58 


67 


63 


Quality 


42 


40 


58 


60 


72 


72 


Rate 


29 


38 


43 


62 


66 


75 


Quality 


44 


57 


56 


59 


46 


72 


Rate 


33 


43 


50 


63 


70.5 


78 


Quality 


44 


52.5 


55 


58 


61 


66 



332 



REPORT OF SCHOOL SURVEY 



TABLE XII. 

Median Rate and Median Quality for A Divisions of Grades 3 to 8 in 

Group B Schools. 





School 




3A 


4A 


5A 


6A 


7A 


8A 


2. 


Ames 


Rate 


41 


42 


81 


50 




91 






Quality 


46 


48 


62 


66 




69 


3. 


Baker 


Rate 


55 


54 


61 


54 


57 


80 






Quality 


42 


46 


51 


48 


55 


68 


5. 


Crowley 


Rate 


41 


40 


38 


67 


84 


94 






Quality 


43 


47 


48 


51 


57 


53 


6. 


Davis 


Rate 


42 


64 


22 


75 


95 








Quality 


46 


44 


51 


54 


54 




7. 


Deane 


Rate 
Quality 


61 

48 


52 

52 










8. 


Douglas 


Rate 


39 


42 


66 


80 


69 


71 






Quality 


39 


48 


48 


49 


51 


58 


11. 


Finch 


Rate 


15419 


20719 


51 


82 


83 


83 






Quality 


41 


41 


56 


49 


55 


56 


14. 


Garfield 


Rate 


40 


38 


49 


61 


70 








Quality 


45 


51 


55 


49 


67 




16. 


Gorman 


Rate 


37 


41 


50 


73 


90 


77 






Quality 


46 


57 


57 


63 


63 


66 



19 In some of the schools of Group "B" the rate median is evi- 
dently an error. This is probably due in most cases to an inaccurate 
timing on the part of the examiner. Such scores have little or no ef- 
fect on the city medians. 



MEASUREMENT OF CHILDREN S ACHIEVEIVIENTS 



30 o 
00 



TABLE XII— Continued. 

Median Rate and Median Quality for A Divisions of Grades 3 to 8 in 

Group B Schools. 





School 




3A 


4A 


5A 


6A 


7A 


8A 


17. 


Grant 


Rate 


33 


67 


44 


8719 


75 


63 






Quality 


49 


48 


55 


57 


61 


73 


18. 


Hancock 


Rate 


47 


45 


51 


73 


68 


63 






Quality 


42 


49 


51 


57 


58 


71 


19. 


Harrison 


Rate 

Quality 


39 
46 


38 
50 


55 
56 


. . 


. . 


. . 


23. 


Homecroft 


Rate 


41 


43 


64 


65 


68 


78 






Quality 


43 


48 


55 


50 


58 


67 


24. 


Irving 


Rate 


33 


63 


64 


63 


62 


78 






Quality 


47 


44 


55 


52 


50 


65 


25. 


Jackson 


Rate 


52 


53 


58 


53 


65 








Quality 


44 


50 


63 


64 


74 




26. 


Jefferson 


Rate 


33 


56 


75 


61 


84 


84 






Quality 


38 


46 


46 


62 


45 


66 


27. 


Lafayette 


Rate 
Quality 


41 
46 


62 
56 










35. 


Maxfield 


Rate 
Quality 


32 

44 


34 
50 


43 
62 


. . 


. . 


. . 


31. 


McClellan 


Rate 


41 


48 


73 


64 


65 


93 






Quality 


43 


46 


54 


63 


62 


68 


32. 


McKinley 


Rate 


43 


33 


43 


58 


65 


29 






Quality 


45 


54 


58 


63 


62 


69 



334 



REPORT OF SCHOOL SURVEY 







TABLE XII— Continued. 










School 




3A 


4A 


5A 


6A 


7A 


8A 


36. 


Monroe 


Rate 


42 


54 




46 


63 


57 






Quality 


43 


53 




54 


60 


75 


37. 


Mound Park 


Rate 


42 


71 


59 


64 


69 


112^9 






Quality 


44 


45 


57 


58 


64 


69 


38. 


Murray 


Rate 


40 


57 


73 


76 


78 


78 






Quality 


35 


44 


40 


61 


60 


68 


39. 


Neill 


Rate 




39 


75 


85 


73 


68 






Quality 




49 


62 


63 


65 


81 


43. 


Rice 


Rate 


46 


60 




78 










Quality 


47 


44 


54 


58 






44. 


Scheffer 


Rate 
Quality 


29 
45 


68 
56 


45 
52 








45. 


Sheridan 


Rate 


33 


41 


49 


65 


54 


70 






Quality 


37 


42 


46 


52 


65 


60 


47. 


Smith 


Rate 


46 


43 


53 


61 


71 


98 






Quality 


38 


41 


47 


53 


58 


64 


49. 


Tilden 


Rate 


75 


60 


81 


57 


70 


14619 






Quality 


47 


40 


64 


67 


68 


70 


48. 


Taylor 


Rate 


38 


55 


53 


70 


79 


78 






Quality 


36 


44 


45 


45 


45 


40 


50. 


Van Buren 


Rate 


24 


42 


61 


73 


71 


90 






Quality 


52 


58 


57 


58 


72 


81 


52. 


Whittier 


Rate 


25 


44 


52 


61 


63 


74 






Quality 


42 


47 


40 


53 


46 


46 


Me 


dians 


Rate 


41 


48 


54 


64.5 


70 


78 






Quality 


44 


48 


55 


57 


60 


68 



MEASUREMENT OF CHILDREN S ACHIEVEMENTS 



335 



FIG. 7. 

Ayres standard graph for quality and rate. Full drawn line show- 
ing Ayres values for grades 2 to 8. Broken line, median scores of St. 
Paul schools. 



Rate 



68 



6i 



6Q 



S6. 



SZ 



36 




■5T.PAUL- 

■.3C03tM- 



J« ^ JS 40 -44 

QUAUTV- 



56 



60 



33G REPORT OF SCHOOL SURVEY 

c. Rate and Quality. 

The Ayres standards^^ listed in Table XIII and represented in Fig. 
7 indicate a fixed relation between rate and quality of work. No sin- 
gle St. Paul school achieves exactly these results, although the Han- 
cock 3A, Baker and Jefferson 4A, Davis 6A, Murray 7A and Irving 8A 
approximate the standards for the grades in question. A considerable 
number of other schools are not greatly variant from these. Some 
schools achieve high rate with apparent reduction in quality of work, 
as in the 8th grade classes in the Crowley, Hill and McClellan schools. 
Other schools aparently sacrifice their rate in order to gain quality as 
in the Ames, Jackson, and AlcClellan 6A grades. 

The relation between rate and quality of performance is impor- 
tant, because for every child there is a rate at which he will do his 
best quality of work. A lessening of this rate tends towards the dis- 
traction of attention and consequent variability in the quality of per- 
formance. It is, also, clear that an increase of rate leads to the neg- 
lect of essential detailed movements with an equally serious decrease 
in the quality of work. For the most efficient performance, there- 
fore, the amount and quality of work should be accurately determined. 

The difficulty of this determination is complicated by the fact thai 
not all children will do their best work at the same rate and injury 
may be done to particular students by setting them an unfair pace. 
However, the majority of children cluster about a central tendency 
and because of this it is possible to set rather definite standards of 
work which will be approximated by the larger number of children. 
The Ayres standards for rate and quality, shown in Table XIII and 
Figure 7 are probably the most dependable now at hand. Approxima- 
tions to these standards should be regarded as acceptable. A wide 
variation from these standards in the direction of inferior scores sug- 
gests the need of remedial work. Superiority to these scores, while 
possibly desirable, should not entail too great an expenditure of time 
or attention. 

d. Conditions in Six Schools. 
An interesting picture of writing conditions in six St. Paul 
schools is given in Fig. 8. A dotted line in each section represents the 



20 Ayres, Leonard P., Measuring Scale for Handwriting, Gettys- 
burg Edition, 1917. 



MEASUREMENT OF CHILDREN S ACHIEVEMENTS 



337 



FIG. 8. 

Handwriting. Ayres standard graph for rate and quality, show- 
ing six St. Paul schools in comparison. 




338 



REPORT OF SCHOOL SURVE\ 



FIG. 9. 

Handwriting. Grades 3 to 8. Showing the distribution of pupils 
by per cent in each of the grades of one school. Figures on abscissa 
are Ayres scale values. Dotted line indicates distribution character- 
istic of each grade as suggested by Ayres. Figures indicate that a 
large per cent of each grade falls at points 40 and 50. 



©15A0t 



ii5.ri: 




npTTt 



174'f' {Xlllll r»ri%[ ^ 



Pdueth 



TVnzc 




JO 20 30 -40 50 60 70 60 90 



MEASUREMENT OF CPIILDREN'S ACHIEVEMENTS 339 

Ayres grade norms. The full drawn lines indicate the scores of each 
of the several schools. All of the schools represented on the chart 
were chosen from Group "A." Both rate and quality scores are accu- 
rately determined. 

In the case of each school the striking increase of quality between 
grades 3 and 4 stands out. The schools represented to the left of the 
chart indicate highly erratic grade advancements apparently due to the 
conflict between quality and rate of work. In the schools represented 
on the left of the chart most of the quality is achieved early and the 
almost perpendicular character of the curves between grades 4 and 6 
in the case of the Hill and Cleveland schools and grades 4 to 7 in the 
Webster school indicate the attempt to recover rate while maintain- 
ing and slightly increasing the quality of work already achieved. In 
the case of the Galtier and Webster, there is a rather definite increase 
in quality between the 7th and 8th grades. One of the striking con- 
tracts of this figure is the difference between the seventh and eighth 
grade relation in the Galtier school and the relation between similar 
grades in the Hill school. In the former the eighth grade gains 
greatly in quality but none in rate ; in the latter the corresponding 
grade gains greatly in rate but none in quality. It is also interesting 
to compare the fourth and fifth grade relations in the Galtier with the 
similar relations in the Webster. In no one of these schools is there 
the uniform advancement in rate and quality called for in the Ayres 
curve. 

TABLE XIII. 

Handwriting. Median Scores in Rate and Quality for St. Paul, Cleve- 
land and 12 Cities Tested by Starch. Ayres Stand- 
ards Are Also Given. 

Grades 2 3 4 5 6 7 8 

Ayres Rate 31 44 55 64 71 76 79 

Quality 38 42 46 50 54 58 62 



St. Paul 


Rate 


39 


45 


53 


64 


70 


78 




Quality 


44 


49 


55 


58 


60 


67 


Cleveland 


Rate 






62 


69 


73 


78 




Quality 






45 


48 


50 


55 


Starch 


Rate 






57 


65 


75 


83 




Quality 


. 




43 


47 


53 


57 



^^0 REPORT OF SCHOOL SURVEY 



e. Range of Achievement. 

Both the rate and quality of handwriting range from school to 
school. In the 8th grade, the Phalen Park school scores lower in 
quality than the city median of the 6th grade. This low quality score 
is accompanied by low rate. In the same grade the Ericsson school 
scores the median rate and a quality of 78. Similarly, in the 5th 
grade, the Douglas, Crowley, Jefiferson, ^heridan. Smith, Taylor, Van 
Buren and Whittier schools score as low or lower than the 4th grade 
median in quality, while the Jackson, Maxfield, Neill and Tilden 5A 
grades score better in quality than the 7A's. This variability in 
achievement is found not only among different schools, but also 
among the children within the same class in a single school. 

Table XIV shows for handwriting the condition which has already 
been noted in the case of spelling, namely, that children in the same 
grades possess very diverse attainments. This table represents for 
each of the grades tested the number of children who scored a partic- 
ular quality of work. The figures at the left represent the qualities on 
the Ayres scale. The heavy horizontal lines in the columns for the 
several grades represent the median score for the St. Paul schools for 
the respective grades. Reading from left to right at the bottom of the 
table it is seen that the children scoring 30 were distributed by grades 
as follows: 16 in the 3A class. 17 in the 4A, 12 in the 5A, 2 in the 6A, 
1 in the 7A and 3 in the 8A. If the B grades had been measured each 
of them would almost certainly have contributed a number to this 
group. Reading the columns vertically, the distribution of attain- 
ments within each grade is seen. The -lA, 5A, 6A and 8A classes, 
each contain children capable of every quality of handwriting from 30 
to 70 on the scale. 

This wide range of achievements within the same class indicates a 
disttribution as great as in the case of spelling. It is not clear, hcw^Jj^ 
ever, that such a distribution hampers teaching in the same way. By' 
the nature of the subject it is possible in handwriting to each child in 
a group practice according to his particular level of ability. Devices 
for such practice here are somewhat easier than in spelling. The es- 
sential thing in instruction would seem to be to determine what the 
particular ability of each child is and to arrange his practice work so 
that he may practice on the particular functions in which he needs to 
improve. One important help to the child in this direction would be 
the use of progressive standards of quality of work so that he may 
know when he passes in his practice from a particular achievement 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 341 

which is satisfactory to the satisfactory achievement of a task that is 
more difficult. 

While the arrangement of practice exercises for highly variable 
abilities within a group may be somewhat easier in handwriting than 
in other subjects the matter should be made the subject of detailed 
study. Such ranges of achievement as are shown in Table XIV seem 
hardly necessary in view of what we know of the individual differ- 
ences in the abilities of children. Adequate methods of instruction 
would doubtless secure a more uniform product. 



TABLE XIV. 

Handwriting, Showing the Numbers of Children in the Several 
Classes of One School Who Score the Several Quali- 
ties (Ayres) of Handwriting. 

Scale Values 3A 4A 5A "gA 7A 8A 

90 

80 

70 

60 

50 11 

40 18 

30 16 

20 

4. Recommendations. 

Inasmuch as the St. Paul schools stand relatively high in the 
quality of handwriting produced, it would seem unnecessary to in- 
crease the amount of time and attention which is already given to this 
subject However, three possible lines of improvement suggest them- 
selves : 

a. Some schools should give particular attention to certain 
classes where the results show the work to be much below the 
possible achievements as evidenced by the results in other 
schools and by comparison with standard scores. In a few 
cases the majority of classes in a school building need this 
sort of attention. 



1 


1 


1 




6 


3 


19 


20 


10 


9 


19 


13 


23 


12 


8 


19 


19 


19 


12 


9 


17 


12 


2 


1 


3 



34:2 REPORT OF SCHOOL SURVEY 

b. Many schools should make a better adjustment of the rate 
and quality of work. Clearly some schools are over-speeding 
and others are sacrificing rate in an effort after quality. Both 
are important and neither should be neglected. 

c. Detailed study should be made of the causes producing the 
widely variable achievements of children who have had the 
same school training. By individual attention many of the 
children whose work is highly deficient could be taught to 
write. 



V. READING— PRIMARY. 

1. Introduction. 

The reading attainment of the children in the St. Paul schools was 
measured in every grade from elementary first to the senior high 
school. In every case the classes beginning the second semester of 
their respective years were tested. Two types of tests were used, one 
for the range of visual vocabulary and the other for the understanding 
of sentences. Only in grades 3 to 8 were tests in both types given to 
the same children. For grades 1 and 2, only vocabulary tests were 
used. Only an understanding of sentences tests were used in the high 
schools. 

2. The Tests. 

Two vocabulary tests were used to measure tire reading in grades 
1 and 2. One of these was composed of a group of words which chil- 
dren should recognize by sight. The other consisted of words con- 
taining phonograms by means of which the children could work out 
the pronounciation of the word even though it was unfamiliar. In the 
case of both tests, the words were arranged according to their diffi- 
culty.^^ The sight words made a scale of six lines, each containing 
five words. The phonetic scale contained five lines of five words 
each. The following are the scales as used : 



21 Haggerty, M. E., Scales for Reading Vocabulary of Primary 
Children. Elementary School Journal, Vol. XVIII, p. 106 ff. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 



343 



Sight 


Scale 


Phonetic 


Scale 


Line 50 


Line 100 


Line 50 


Line 100 


they 


sister 


would 


dig 


give 


dolly 


out 


sled 


two 


half 


bit 


sent 


help 


field 


that 


match 


be 


squirrel 


fox 


drive 


Line 60 


Line 120 


Line 60 


Line 120 


good 


wagon 


ring 


snag 


milk 


birthday 


cut 


slope 


please 


meadow 


time 


rang 


garden 


pansy 


seed 


lace 


from 


elephant 


more 


care 


Line 80 


Line 140 


Line 80 




there 


picnic 


duck 


' 


three 


pigeon 


song 




basket 


circus 


dance 




flour 


hurrah 


• feel 




wolf 


pieces 


not 





In testing, these words were printed independently in primer 
type on cards which were handed to the children. 



a. Giving and Scoring. 

With this test 306 children in grades lA and 2A were measured 
within the first weeks after their mid-year promotion. Each pupil 
was tested individually with the entire range of both the phonetic and 
sight scales according to the following directions which were given to 
the examiner. All the tests were made by one person. 

1. Each pupil is to be tested alone. 

2. Hand the child the "pupil's card." 

3. Ask him to pronounce each word, beginning at the top of the 
column. 



344 REPORT OF SCHOOL SURVEY 

4. Do not help the child in any way. Do not correct mistakes 
nor suggest ways of working out a word. Do not suggest 
that the child has seen the word before. Do not seem impa- 
tient if the child make an error. Allow a reasonable time for 
each word and if the child does not name the word correctly, 
ask him to try the next word, 

5. Whenever the pupil fails to speak the word correctly, place 
on the class record card a zero opposite the word and in the 
column allotted to that pupil. 

The children tested comprise all of the lA and 2A classes in four 
schools situated in rather distant parts of the city and represent differ- 
ent sorts of school conditions. 

3. Results, 

In Tables XV, XVI, XVII and XVIII the scores of the 1st and 
2nd grade classes are shown for the four schools. The figures under 
"values" indicate the scale values of the successive lines. The figures 
opposite the names of the schools indicate the percentage of children 
scoring correct for all of the words in each line. At the bottom of the 
table is shown the St. Paul average for the several lines and the me- 
dian scores for the children in 12 other cities. 

a. Comparison With Other Schools. 

As measured by the per cent of words known, the St. Paul chil- 
dren in the 1st grade are distinctly poorer than the children with a 
similar amount of training in other cities. 54 per cent of the children 
in the St. Paul schools knew all the words of line 50 as compared with 
83 per cent of the children in the 12 other schools. Similarly the St. 
Paul median for line 60 is 47 as compared with 79 for other schools. 
In no case in either the sight or the phonetic test do the St. Paul chil- 
dren equal the children from other cities. In the case of the phonetic 
test the inferiority of the St. Paul scores is even greater than in the 
case of the sight words. 

In the 2B grade, the same general relation holds, whereas 96 per 
cent of all the second grade children reported from other schools know 
the words of line 50 in the sight test, but 89 in a 100 of the St. Paul 
children know these same words, and whereas 95 in 100 of the outside 
children know the words of line 50 in the phonetic test, but 83 per cent 
of the St. Paul children recognize these words. In the results for 



MEASUREMENT OF CHILDREN'^S ACHIEVEMENTS 



345 



neither grade, therefore, is there ground for satisfaction with the work 
in the St. Paul schools. 



TABLE XV. 



Reading, Visual Vocabulary, Sight Scale, lA Grade, Per Cent of Cor- 
rect Responses in Each Line of Each Scale. 



Schools 



33. Madison .... 
31. McClellan ... 

26. Jefiferson 54 

22. Hill 

All 

12 other cities. . . . 



No. of 






Values 






Pupils 


50 


60 


80 


100 


120 


140 


38 


47.3 


47.3 


34.9 


36.9 


22.6 


11.8 


36 


53.3 


43.9 


33.9 


40.0 


17.3 


6.0 


54 


49.3 


47.0 


30.0 


36.7 


21.9 


5.2 


60 


67.3 


51.0 


35.0 


37.0 


24.0 


3.0 


178 


54.3 


47.3 


33.5 


37.7 


21.5 


6.5 




83.6 


79.4 


65.9 


53.3 


40.6 


28.2 



TABLE XVI. 



Reading, Visual Vocabulary, Phonetic Scale, lA Grade, Per Cent of 
Correct Responses in Each Line of Each Scale. 



Schools 



33. Madison .... 
31. McClellan ... 

26. Jefferson 54 

22. Hill 

All 

12 other cities. . . . 



No. of 






Values 




Pupils 


50 


60 


80 


100 


120 


38 


44.2 


23.1 


23.2 


15.8 


11.6 


36 


44.4 


17.3 


25.0 


11.7 


10.6 


54 


44.8 


13.0 


16.3 


2.6 


1.6 


60 


53.3 


25.0 


31.0 


28.0 


4.7 


178 


47.9 


19.6 


23.9 


14.5 


7.1 




73.9 


78.5 


61.9 


55.3 


40.5 



140 



346 



REPORT OF SCHOOL SURVEY 



TABLE XVII. 

Reading, Visual Vocabulary, Sight Scale, IIA Grade. Per Cent of 
Correct Responses in Each Line of Each Scale. 



Schools 



No. of 
Pupils 50 



60 



Values 
80 100 



120 



140 



33. Madison 34 84.0 90.0 74.7 63.5 55.9 29.3 

31. McClellan 29 87.6 83.5 ^8.3 60.0 46.3 17.9 

26. Jefiferson 35 92.0 84.0 66.9 63.5 34.3 25.2 

22. Hill 30 93.9 91.3 75.3 78.0 59.9 26.7 

All 128 89.4 87.2 71.3 66.3 49.1 24.8 

12 other cities 96.7 95.3 92.2 91.6 82.9 64.1 



TABLE XVIIL 

Reading, Visual Vocabulary, Phonetic Scale, IIA Grade. Per Cent of 
Correct Responses in Each Line of Each Scale. 



Schools 



33. Madison 

31. McClellan ... 

26. Jefferson 35 

22. Hill 

All 

12 other cities. . . . 



No. of 






Values 




Pupils 


50 


60 


80 


100 


120 


34 


85.3 


75.9 


76.5 


58.8 


50.6 


29 


80.0 


67.6 


66.9 


53.1 


42.1 


35 


85.8 


68.0 


63.5 


41.7 


21.8 


30 


84.0 


80.7 


74.0 


60.0 


46.0 


128 


83.8 


73.1 


70.2 


53.4 


41.4 



140 



95.7 96.6 94.5 92.2 79.0 



b. Range Among St. Paul Schools. 



It is true that there is considerable range of quality among the 
four St. Paul schools measured and it is altogether probable that if a 
larger number of schools had been tested the variations would have 
been greater than those shown in this table. But even the best St. 
Paul scores for grade 1 for any line fall short of the scores from the 
outside cities by as much as 16 per cent. In the same line, the poorer 
St, Paul score is 37 per cent below the score of the other schools. The 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 3-i^ 

difference in the case of the 2nd grade is not so great. In one case the 
best St. Paul score for line 50 is within 3 per cent of the outside me- 
dian. In all other cases, however, the difference is very much greater. 
If the St. Paul scores are compared with the highest reported by 
the outside schools the difference is greater than appears in this table. 
One school reports the children as able to recognize practically every 
word in both of these tests by the end of their first semester in school 
and another single school reports scores very much better than any 
listed in Tables XV and XVI. 



c. Fairness of the Tests. 

It may be argued against this test that these are particularly diffi- 
cult words. The answer to this is that all of them occur in primers ^^ 
and, therefore, should be familiar to children very early in their school 
life. Again it may be urged that children would recognize many of 
these words in context while they do not know them when presented 
in the isolated form shown on the test card. There can be little doubt 
that children are able to name many words from the context in which 
they occur. It should be remembered, however, that the words were 
presented to the children in St. Paul in the same way in which they 
were presented to children in other schools. It would be reasonable 
to expect that the test would be as fair for one group of children as 
for another. 

4. Conclusion. 

There seems to be, therefore, no escape from the general conclu- 
sion that the teaching of reading in the first and second grades of the 
St. Paul schools does not secure as good results as might fairly be ex- 
pected. From the data at hand it is not possible to indicate the cause 
of this deficient work, or to point out specific means of improvement. 
Clearly the situation should be investigated further. 



22 Jones. Robinson G., Standard Vocabulary, Fourteenth Year- 
book of the National Society for the Study of Education, Part I, 1915. 



348 REPORT OF SCHOOL SURVEY 



VI. READING IN INTERMEDIATE AND GRAMMAR 

GRADES. 



1. The Classes Tested. 

In grade 3 to 8, two reading tests were given to 3,220 children in 
24: schools. The "A" divisions of each grade were tested. The 
schools were considered representative of practically all the school 
conditions in the city. 



2. The Tests. 

a. Understanding of Sentences. 

The Thorndike scale Alpha 2 ^ was one of the tests used with the 
pupils of these grades. In this scale, which is a test for the under- 
standing of sentences, a number of paragraphs are presented with 
questions which can be answered from a reading of the paragraphs. 
Some of the paragraphs with their questions are relatively easy prob- 
lems for 3rd grade children. The majority of 8th grade children are 
unable to read others and answer the questions based on them. In 
the scale the paragraphs are arranged in the order of their difficulty. 
In taking the test, a pupil begins at the easy end of the scale and reads 
and answers the questions, taking the paragraphs in the order of their 
arrangement and reading as far on the scale as he is able. The para- 
graphs and questions of this scale follow: 



2* Thorndike, Edward L., "Improved Scale for Measuring Ability 
in Reading." Teachers' College Record, Volume 16, No. 5, 1915. 

23 Thorndike, E. L., Improved Scale for Measuring Ability in 
Reading. Teachers' College Record, No. 5, 1916. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 349 

b. Scale Alpha 3. 

SET I. DIFFICULTY 4 (approximately). 

Read this and then write the answers. Read it again if you 
need to. 

John had two brothers who were both tall. Their names were 
Will and Fred. John's sister, who was short, was named Mary. John 
liked Fred better than either of the others. All of these children ex- 
cept Will had red hair. He had brown hair. 

1. Was John's sister tall or short? 

2. How many brothers had John? 

3. What was his sister's name ? 

SET II. DIFFICULTY 5.25. 

Read this and then write the answers. Read it again if you 
need to. 

Long after the sun had set, Tom was still waiting for Jim and 
Dick to come. "If they do not come before nine o'clock," he said to 
himself, 'T will go on to Boston alone." At half past eight they came, 
bringing two other boys with them. Tom was very glad to see them 
and gave each of them one of the apples he had kept. They ate these 
and he ate one, too. Then all went on down the road. 

1. When did Jim and Dick come ? 

2. What did they do after eating the apples? 

3. Who else came besides Jim and Dick? 

4. How long did Tom say he would wait for them ? 



SET III. DIFFICULTY 6. 

Read this and then Write the answers. Read it again if you 
need to. 

It may seem at first thought that every boy and girl who goes to 
school ought to do all the work that the teacher wishes done. But 
sometimes other duties prevent even the best boy or girl from doing 



350 REPORT OF SCHOOL SURVFA' 

SO. If a boy's or girl's father died and he had to work afternoons and 
evenings to earn money to help his mother, such might be the case. A 
good girl might let her lessons go undone in order to help her mother 
by taking care of the baby. 

1. What are some conditions that might make even the best boy 
leave school work unfinished ? 

2. What might a boy do in the evenings to help his family? 

3. How could a girl be of use to her mother? 

4. Look at these words : idle, tribe, inch, it, ice, ivy, tide, true, tip, 
top, tit, tat, toe. 

Cross out every one of them that has an i and has not any t (T) 
in it. 

Read this and then write the answers to 5, 6 and 7. Read it again 
if you need to. 

Nearly fifteen thousand of the city's workers joined in the parade 
on September seventh, and passed before two hundred thousand cheer- 
ing spectators. There were workers of both sexes in the parade, 
though the men far out-numbered the women. 

5. What is said about the number of persons who marched in the 
parade ? 

6. What did the people who looked at the parade do when it passed 
by? 

7. How many people saw the parade ? 



SET IV. DIFFICULTY 7. 

Read this and then write the answers to 1, 2, 3 and 4. Read it 
again if you need to. 

You need a coal range in winter for kitchen warmth and for con- 
tinuous hot-water supply, but in summer when you want a cool 



MEASUREMENT OF CHILDREN'S ACHIEVElVrENTS 351 

kitchen and less hot water, a gas range is better. The xyz ovens are 
safe. In the end-ovens there is an extra set of burners for broiling. 

1. What effect has the use of a gas range instead of a coal range upon 
the temperature of the kitchen? 

2. For what purpose is the extra set of burners? 

3. In what part of the stove are they situated? 

4. During what season of the year is a gas range preferable? 

Read this then write the answers to 5, 6 and 7. Read it again it 
you need to. 

Hay-fever is a very painful, though not a dangerous, disease. It 
is like a very severe cold in the head, except that it lasts much longer. 
The nose runs ; the eyes are sore ; the person sneezes ; he feels unable 
to think or work. Sometimes he has great difficulty in breathing. Hay- 
fever is not caused by hay, but by the pollen from certain weeds and 
flowers. Only a small number of people get this disease, perhaps one 
person in fifty. Most of those who do get it, can avoid it by going to 
live in certain places during the summer and fall. Almost every one 
can find some place where he does not suffer from hay fever. 

5. What is the cause of hay-fever ? 

6. How large a percentage of people get hay-fever? 

7. .During what seasons of the year would a person have the disease 
described in the paragraph ? 

SET V. DIFFICULTY 8. 

Read this and then write the answers; Read it again if you 
need to. 

It may seem at first thought that every boy and girl who goes to 
school ought to do all the work that the teacher wishes done. But 
sometimes other duties prevent even the best boy or girl from doing 
so. If a boy's or girl's father died and he had to work afternoons and 



353 REPORT OF SCHOOL SURVEY 

evenings to earn money to help his mother, such might be the case. A 
good girl might let her lessons go undone in order to help her mother 
by taking care of the baby. 



1. What is it that might seem at first thought to be true, but really is 
false ? 



2. What might be the eft'ect of his father's death upon the way a boy 
spent his time? 

3. Who is mentioned in the paragraph as the person who desires to 
have all lessons completely done? 

4. In these two lines draw a line under every 5 that comes just after 
a 2, unless the 2 comes just after a 9. If that is the case, draw a 
line under the next figure after the 5 : 

53625417 4257654925386125 
47 3 52 392584792561257485 6 

Read this and then write the answers to 5, 6, 7 and 8. Read it 
again if you need to. 

In Franklin, attendance upon school is required of every child be- 
tween the ages of seven and fourteen on every day when school is in 
session unless the child is so ill as to be unable to go to school, or some 
person in his house is ill with a contagious disease, or the roads are 
impassable. 

5. What is the general topic of the paragraph? 

6. How many causes are stated v^^hich make absence excusable? 

7. What kind of illness may permit a boy to stay away from school, 
even though he is not sick himself? 

8. What condition in a pupil would justify his non-attendance? 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 353 



SET VI. DIFFICULTY 8 2/3. 

Read this and then write the answers to 1, 2, 3 and 4. Read it 
again if you need to. 

We often think of a rich man as one who has much money, as if 
money and weahh meant the same thing. However, money is only 
one sort of wealth and some money is not exactly wealth. A twenty 
dollar bill, for example, is only someone's promise to pay so much 
gold. Wealth means land, houses, food, clothes, jewels, tools, gold, 
silver, coal, iron. — anything that a man can have that satisfies some 
want. Money means something which a person can exchange for any 
one of many sorts of wealth. The main value of any piece of wealth, 
such as a barrel of flour, a house, or a cow is the direct use you can 
make of it. The value it has by reason of what you can exchange it 
for is of less importance. The main value of any piece of money, such 
as a silver dollar, a ten-dollar bill, or a nickel, is not any direct use you 
can make of it. Its main value is by reason of what you can exchange 
it for. 

1. In what does the main value of wealth lie, according to the para- 
graph ? 

2. In what does the main value of money lie, according to the para- 
graph ? 

3. Name something that is money, but is not exactly wealth 

4. What do you suppose is the thing which is defined by business 
men as "a medium of exchange"? 



SET VII. DIFFICULTY 9. 

Read these paragraphs and then write the answers to questions 1, 
2, 3, 4 and 5. Read the paragraphs again if you need to. 

The most serious objection against the government ownership of 
railways is connected with the question of rates. Every change in 
rates means a change in the relative advantages of one part of the 
country as compared with another part of the country. 



35-1 REPORT OF SCHOOL SURVEY 

Under national ownership and management of the railways there 
would be a continual struggle of section with section for advantageous 
rates, and unless the rate problem could be worked out in some simple, 
easily comprehended way which would commend itself to the public 
at large, this struggle of section with section could scarcely fail to 
prove disastrous. 

Perhaps the greatest single danger in the private ownership of 
railways is that it tends first to form classes, and then to array class 
against class. It forms classes in the very nature of the case. First 
we have the classes in the railway service. About one per cent of 
those engaged in the service are officers and the rest employees, and 
the contrasts among these employees in remuneration and in condi- 
tions of employment are vast, and, whether they ought to do so or 
not, do have a tendency to cultivate bitterness and class division. 

There is still another way in which the private ownership of rail- 
ways tends to class formation, and that is through the favoritism 
shown to individuals in the community, which is largely responsible 
for the bad features of the trust movement. Everywhere throughout 
the United States we can find manufacturers and shippers who have 
been favored, and if there are any favored it is necessarily at the ex- 
pense of others. We have favored classes, and this tends to promote 
class formation and to incite one class to hate another. 

1. What is stated as the cause that would produce sectionalism?. . . . 

2. Under the present condition of ownership of railways, in what 
ways does class formation occur?. 

3. Which is the supposedly favored class in the railway service?. . . . 

4. What is stated to have been a main cause of the undesirable re- 
sults of the replacement of many small manufacturing and selling 
concerns by a few large ones? 

5. By what means, according to the paragraph, might disaster from 
sectionalism under public ownership be avoided? 



MEASUREMENT OF CHILDREN S ACHIEVEMENTS 



c. Visual Vocabulary. 

The second test for the intermediate and grammar grades was a 
visual vocabulary scale.^* The words for this scale were standardized 
on the basis of results from 10,000 children in 20 school systems in 
cities ranging in population from 3,000 to 30,000. The scale as used 
presents ten lines of difficulty. Each line contains 5 words. The 
words of any single line are of the same degree of difficulty for the 
children in the 20 cities previously mentioned. By the same degree 
of difficulty is meant that the same percentage of children were able to 
recognize all of the words in any single line and to indicate the class 
of objects or ideas each represented. The task which the children 
were asked to perform in connection with this list of words was very 
simple. Directions were given asking them to write a symbol (letter 
or figure) indicating the class to which each of the words belonged. 
In giving the test the children were simply asked to follow the direc- 
tions printed with the words. Following is the list of directions and 
the vocabularv scale. 



d. II. Scale R2. 

At the right of this page is a group of words. Look at each word. 

Think what it means and write the letter C under every word that 

means a color. 
Then look at each word again and write the letter S under every word 

that has something to do with the sea or ships. 
Then look at each word again and write the letter N under every word 

that means number. 
Then look at each word again and write the letter T under every word 

about time, like now, when, late, never. 
Then look at each word again and write the letter P under every word 

about place or position, like in or out. 
Then look at each word again and write the letters Ch under every 

word that means something about church or religion. 
Then look at each word again and write the letter H under every 

word that means something found in a house. 



2^ Haggerty, M. E. "Ability to Read, Its Measureemnt and Some 
Conditions Determining It." Indiana University Bulletin, 1917. 



356 



REPORT OF SCHOOL SURYf:Y 



Then look at each word again and write the letter W under every 

word that means something to wear. 
Then look at each word again and write the letter G under every 

word that means something about government or courts. 
Then look at each word again and write the letter R under every word 

that means something about a railroad. 
Then look at each word again and write the letters CI under every 

word that names a kind of material out of which clothes are made. 
Then look at each word again and write the letters Bi under every 

word that means a bird. 
Then look at each word again and write the letters Ft under every 

word that means something a boy can do with his feet and legs. 
Then look at each word again and write the figure 4 under every word 

that means a four-legged animal, like cat, or dog, or horse. 
Then look at each word again and write the letters Hd under every 

word that means something a boy can do with his arms and hands. 



1 



hat 



dog 



walk 



brown 



dress 



15. 


stove 


reach 


clock 


sparrow 


gray 


25. 


pigeon 


over 


hood 


wade 


engineer 


35. 


within 


gingham 


sweater 


dozen 


evening" 


45. 


double 


corduroy 


waddle 


prosecutor 


inside 


55. 


keel 


tapir 


opposite 


tawny 


instant 



65. cheviot eternal protestantism chaplain perpendicular 

Look through each line of words and see that you have put the 
correct mark under every word that you know. 



e. Limited Character of Tests. 



It is not presumed that the tests used in this survey cover in any 
adequate way the entire range of such factors. Two things have been 
singled out as important elements to measure. It is clear that a mas- 
tery of words is one of the essentials for reading achievement. A 
■ knowledge of words is to some degree equivalent to a knowledge of 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 35? 

ideas and a satisfactory measure of a student's vocabulary is a fair 
criterion of his power to comprehend discourse. It is equally clear 
that the understanding of sentences, the power to interpret from the 
visual symbols the meaning of the writer, is equally important. What- 
ever other reading attainments may be unmeasured by these scales 
there can be no doubt that the functions which they test are of funda- 
mental importance. In the form in which the tests were administered 
in this survey only the maximum power of achievement is tested. The 
question constantly before the surveyors has been how difficult a read- 
ing task can the children of the St. Paul schools perform? It would 
be highly desirable to know also the rate of such performance because 
a child who performs a difficult task in ten minutes is a more capable 
individual than one who performs the same task in 20 minutes and a 
class that makes a median score of 7 in the understanding of sentence 
test in 12 minutes is more efficient than one which performs the same 
task in 18 minutes. 

The fact that certain reading functions have been ignored in mak- 
ing these tests should not be construed to mean that the committee 
feels them to be unimportant or that they should be neglected by the 
teachers. 



f. Method of Testing. 

All the reading tests for the intermediate and upper grades were 
given by members of the Survey Staff, who in conferences, had been 
previously instructed as to methods of procedure. On one day the 
visual vocabulary test was given and the understanding of sentences 
was given at another time. 



1. I'rcHiiiinnry Test. 

Preliminary to the actual testing each grade was instructed what 
to do by means of a preliminary test. This preliminary test wa.s 
made up after the fashion of the real test to follow. The children 
were given sufficient time in which to perform this preliminary work, 
after which the work of each child was inspected to be sure that his 
method was correct. The pupils were allowed to ask questions at this 
stage of the test and every caution was observed in order that the 
children might not be unfairly measured in the real test. 



^5''^ ItEI'OKT OF SCHOOL SURVEY 



2. The Real Test. 



In taking the real test the children were allowed ample time in 
which to do as much of the test as they were able to perform. As a 
matter of fact most of the children finished their work sometime be- 
fore the papers were collected. The idea in the test was not so much 
to measure the rate at which the pupils worked as to measure the 
maximum achievement of each pupil under the most favorable condi- 
tions. 

g. Scoring. 

Immediately following the testing, the papers of all the pupils 
were gathered together by classes, grades and buildings and brought 
to the office of the Survey Committee. The scoring of all the tests 
was performed b}^ members of the Survey Staff or by clerks em- 
ployed for that purpose. The scoring of the vocabulary test was 
relatively easy inasmuch as the range of possible answers was lim- 
ited. 

The scale Alpha tests were scored in accordance with Thorndike's 
key,25 only such answers being accepted as correct as are found in his 
published statement. The work of various scorers was checked at 
frequent intervals in order to be sure that the scoring was carried out 
in a uniform manner. 

On the basis of results for individual children all the scores shown 
in the following tables were computed. 



3. Results. 

a. Understanding of Sentences. 

The results for the understanding of sentences test for 23 schools, 
half-grades 3A to 8A, are shown in Table XIX. At the bottom of the 
table are shown the St. Paul medians for the several half-grades and 
the Thorndike standards for grades 4 to 8 inclusive. 



2»Thorndike, Edward L. "Improved Scale for Measuring Ability 
in Reading." Teachers College Record, Volume 16, No. 5, 1915. 



1 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 35i> 

Comparison of the St. Paul medians with the Thorndike stand- 
ards indicates that in general the St. Paul schools read somewhat bet- 
ter than the average of schools in general. In all half-grades except 
one, the St. Paul medians are above standard. The superiority of the 
St. Paul schools is strikingly evident in the case of the McClellan, 
Madison, Hill and Franklin eighth grades ; the Murray and Madison 
seventh grades ; the Webster, Madison, Irving and Gorman sixth 
grades ; the McClellan, Madison and Longfellow fifth grades ; and the 
McClellan, Hendricks and Galtier fourth grades. Inasmuch as Thorn- 
dike offers no standards for the third grade it is impossible to know 
how much above, if any, the St. Paul schools stand. Some schools 
stand high not in one grade merely but in a number. The Sibley, 
Neill, Irving, Hill and Franklin schools are conspicuous for good read- 
ing work throughout the school. 



3G0 EEPORT OF SCHOOL SURVEY 

TABLE XIX. 

READING: UNDERSTANDING OF SENTENCES. 

Grades 3 to 8. Scores for the Several Classes in All Schools Tested. 

Also St. Paul Scores and Thorndike Standards.--" 

Figures Show Scale Values. 

School Scores 

Grade 3A 4A 5A 6A 7A 8A 

1. Adams 5.38 5.72 5.62 7.29 

3. Baker 4.G6 5.74 5.33 6.18 6.49 6.29 

4. Cleveland 5.16 5.87 5.46 6.14 7.17 7.36 

8. Douglas 5.24 5.71 5.67 6.81 7.10 7.84 

10. Ericsson 5.33 5.61 5.50 6.40 6.34 6.58 

12. Franklin 5.88 5.64 6.30 6.93 7.45 8.10 

13. Galtier 5.09 6.02 6.02 6.12 7.25 7.52 

16. Gorman 4.75 5.56 .... 7.91 7.46 7.43 

18. Hancock 5.14 5.42 5.91 7.36 7.17 7.30 

21. Hendricks " 5.12 6.56 5.49 6.68 7.13 

22. Hill 5.47 5.40 6.18 8.01 

24. Irving 5.64 5.73 6.17 7.34 7.73 7.96 

26. Jefferson 5.15 5.85 5.83 6.68 7.00 7.67 

28. Lincoln 4.95 5.35 5.65 6.69 7.11 7.42 

30. Longfellow 5.50 5.25 6.27 7.03 7.48 7.60 

33. Madison 5.32 6.24 6.62 7.83 8.19 8.52 

31. McClellan 5.00 6.52 6.40 6.54 7:20 8.60 

32. McKinley 5.40 5.44 5.66 6.62 6.82 7.86 

38. Murray 5.00 5.48 5.58 6.62 8.07 7.78 

39. Neill 5.27 5.28 5.51 6.63 

42. Ramsey 4.92 5.21 7.17 7.75 

46. Sibley 5.47 5.35 5.27 6.29 6.39 

52. Webster 5.03 5.25 5.53 7.01 7.00 7.68 

St. Paul scores 5.19 5.57 5.72 6.71 7.17 7.75 

Thorndike Standards 5.25 5.75 6.50 7.00 7.50 



MEASUREMENT OF CHILDEEN'S ACHIEVEMENTS 



361 



FIG. 10. 

Reading, Understanding of Sentences, A division, grades 3 to 8. 
Heavy full drawn line shows Thorndike standard scores for each 
grade. Heavy broken line indicates St. Paul city scores for each half- 
grade. Broken lines enclosing figures show scores for individual 
schools. Figures correspond to those given in Table I. Figures on 
ordinate show values of Thorndike scale. Figures across top indicate 
grades. 



3A 



^Pi 



5A 



eA 



7A 



eA 



-33^1\-^^'i- 




-31- 
-J3- 



-IZ- 

— S- 



-33- 



-joTTi-grnT^ 



—33- 
13- 



31 



24^-Z2 — 



10 

-46 

— *=^73— 



— 3Z- 

J- 

-46-—; 



10 

—J 



24 

-3i^2}- 




?*?wg5^?' 



. —3S-2 



irT'U^^zi- 



-^ 



-13-' 



'=7E 



■*/- 



-42- 



— J6 

-J — 

-46 — 



362 REPORT OF SCHOOL SURVEY 



b. Explanation of Figure 10. 

The data of Table XIX are translated into visual form in Figure 
10. In this figure, the heavy dotted lines represent the St. Paul city 
scores ; the heavy full drawn line shows the Thorndike standards. 
The several schools are shown by their numbers placed in broken lines 
showing their positions on the scale. The figures on the ordinates 
are the scale values. 

There is apparent a regular grade advancement from left to right. 
To interpret this, it is necessary to keep in mind that between each 
two contiguous grade sections in the figure there is an intermediate 
giade not shown. Presumably these intermediate grades would, if 
present, stand midway between the grade scores here represented. 

One may get a vivid impression of the grade advancement by half 
closing the eyes and looking at the entire figure. There will appear a 
gray diagonal band about an inch wide from the lower left hand cor- 
ner to the upper right hand corner of the figure. This pictures the 
general trend in reading attainment in the St. Paul schools. 

As measured by the units on the scale the grade advancement is 
not great, not to exceed in any case one scale step in Scale x^.lpha 2, 
less than half in some cases. 



c. Visual Vocabulary. 

The range of vocabulary in the intermediate, and grammar grades 
in St. Paul is represented in Table XX. The scores in this table repre- 
sent the scale values of the lines of the test. The table should be read 
across the page from left to right as follows: In the Adams school, 
the 3A grade scored ; the 4th grade, value 18.9 ; the 5th grade, 16.9 ; 
the 6th grade, 21.9 and so on. At the bottom of this table are given 
the median scores for the city as a whole. The median scores show 
that as the children in the St. Paul schools are promoted from the 
lower to the higher grades the range of vocabulary is regularly in- 
creased. A comparison with results from cities outside St. Paul shows 
that the increase is fairly normal, reaching, in the 8th grade, a score 
somewhat better than the median for other cities. 



MEASUREMENT OF CHILDREN S ACHIEVEMENTS 



363 



TABLE XX. 

Reading, Visual Vocabulary ; Grades 3 to 8. Scores Are the Line Val- 
ues of the Vocabulary Scale. Higher Scores Mean 
Greater Range of Vocabulary. Figures 
Show Scale Values. 



School 



Grade 



5A 



1. Adams 0.0 

2. Ames 15.0 

3. Baker 5.0 

4. Cleveland 9.7 

8. Douglas 14.8 

10. Ericsson 23.7 

11. Franklin 

13. Galtier 16.4 

IG. Gorman 5.0 

18. Hancock 16.2 

21. Hendricks 4.7 

22. Hill 16.3 

24. Irving 17.7 

28. Lincoln 1.9 

30. Longfellow 4.2 

31. McClellan 3.2 

32. McKinley 19.0 

33. Madison 4.1 

38. Murray 16.8 

39. Neill 21.8 

42. Ramsey 3.6 

46. Sibley 6.4 

52. Webster 5.3 

53. Whittier 24.4 

St. Paul scores 10.0 





Scores 






4A 


5A 


6A 


7A 


8A 


18.9 


16.9 


21.9 


22.9 


32.5 


16.5 


23.1 


35.2 


44.6 


58.1 


13.7 


21.9 


33.4 


37.3 


45.7 


31.1 


13.7 


30.0 


35.8 


52.4 


28.5 


26.4 


15.1 


23.3 


32.1 


25.2 


33.5 


35.0 


52.1 


45.2 


17.0 


29.5 


23.9 


41.4 


43.9 


23.4 


18.0 


18.1 


29.3 


30.0 


14.3 


22.2 




38.7 


.... 


37.6 


12.8 


32.2 


42.2 


45.2 


17.4 


15.5 


20.1 


20.1 




17.3 


23.8 


45.2 


45.2 


54.5 


35.0 


24.5 


37.9 


42.9 


51.3 


21.0 


29.4 


33.9 


45.0 


45.0 


37.1 


35.5 


41.2 


42.1 


54.4 


14.4 


25.4 


32.5 


37.5 


57.9 


34.4 


33.7 


34.3 


41.8 


.... 


27.1 


20.4 


38.4 


33.9 


46.5 


37.7 


25.6 


43.5 


55.9 


52.1 


37.0 


23.8 


35.5 




57.1 


18.8 






33.3 


47.7 


15.0 


25.5 


35.9 


4L5 


43.8 


34.3 


23.1 


28.6 


43.8 


53.7 


24.2 


24.5 


35.0 


33.5 


33.9 



21.7 



24.0 



34.1 



40.6 



49.2 



364 



REPORT OF SCHOOL SURVEY 



FIG. 11. 



Reading, Visual Vocabulary. Grades 3 to 8. Figures on ordi- 
nate indicate scale values. Grades are arranged from left to right. 
Heavy full drawn line indicates median for each grade in the city. 
Thin broken line shows scores for individual schools. Numbers indi- 
cate schools as in Table I. 

gQ ^>A 4A «5A aA 7A eA 




MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 365 



d. Interpretation of Figure 11. 

The wide distribution of ability in vocabulary is indicated in Fig. 
11. In no other test do the schools distribute more widely than here. 
In the 3A grade, the median for the city falls at 10 and the schools 
apparently make two groups, one distinctly above the median, and one 
group distinctly below. This median is apparently brought down by 
the large number of schools who score very low. The 4A grade has 
no classes falling so low as the 3A median, although many 3A classes 
equal the attainment of the lowest 4A classes. Some of the 4A classes 
stand very high, not only reaching above the median of 5A, but well 
up toward the median of 7A. In the 7th grade there are classes scor- 
ing as low as the median of the 4A group and others scoring almost as 
high as the best classes in the 8th grade. Interestingly enough, the 
7th grade in the Murray school. No. 38, scores slightly better than the 
8th grade class in that school. Again, as in previous tests, one sees 
schools which stand relatively high for practically all grades. School 
39 is one of these. Similarly, school 31 scores below, rising above the 
median but twice. In the 8th grade, however, it stands higher than 
any other grade but one among all those measured. 

That vocabulary attainment increases from grade to grade is ap- 
parent from the upward steps from left to right of the median marks 
and of the general bulk of the schools. In the wide distributions of 
attainment in each of the grades, however, one sees the natural results 
in the learning of a skill which requires relatively few repetitions. 

e. Comparison Second and Third Grades. 

It is interesting to corhpare the reading attainments of the third 
grade with the results secured from the vocabulary test in the 1st and 
2nd grades.2^ By the latter test, the second grade classes seem less 
capable than are children of similar school experience in other cities. 
By contrast the St. Paul 3rd grade is superior to 20 other cities in 
vocabulary. While no third grade norm is available in the under- 
standing of sentences test, a comparison of the third with the fourth 
grade scores makes it evident that here also the third grade ranks up 
well. It would seem that while the St. Paul pupils are slow in start- 
ing, they quickly recover their handicap and forge ahead. 



^ See page 344. 



366 REPORT OF SCHOOL SURVEY 



f. Range of Achievement. 

In the understanding of sentences, as in the case of the spelHng 
and arithmetic, there is a wide variation among classes with the same 
grade designation. In the case of the 5A grade there is one school 
which scores as low as the Thorndike standard for the 4th grade and 
much lower than the median 4th grade class in St. Paul. There are 
other schools in which the 5th grade score is almost as high as the 
Thorndike standard for the 6th grade. Similarly in the 7th grade 
there are schools which are lower than the Thorndike standard for the 
6th grad^ and very much lower than the St. Paul median for that 
grade, while there are other schools which are considerably higher 
than the Thorndike standard for the 8th grade and somewhat higher 
than the St. Paul score for the 8th grade. 

In vocabulary, as in the understanding of sentences, there are 
wide ranges of accomplishment. The Adams, Douglas, Galtier, and 
Whittier 8th grades score lower than the 6th grade median for the 
city, while the Neill, McClellan. Longfellow, Hill and Ames score 
much higher than the city median for the 8th grade. In the 6th grade, 
the Hendricks, Galtier, Douglas and Adams school score lower than 
the 5th grade median, while the Murray and Hill 6th grades score well 
up toward the 8th grade quality. 

It may seem that the vocabulary scores represent the results of 
incidental education as contrasted with school instruction to a greater 
degree than do other tests. Wide range of vocabulary is one of the 
results of wide experience in reading. It naturally follows, that chil- 
dren from those homes in which there are many books and papers and 
where the children are encouraged to read from the public library 
have a greater stimulus to learning words than do children under less 
favorable conditions. It might, therefore, be expected that the school 
situated in the more favored parts of the city would rank highest in 
these tests. 

How much of the superiority of certain schools may be fairly 
ci edited to such supplemental causes is not easy of determination, pos- 
sibly less than will at first be imagined. An inspection of the test 
shows that the words in lines where most of the grade scores fall are 
relatively common words. The unusual words with which the chil- 
dren come in contact only through extensive reading are found in the 
upper lines and these lines play little or no part in determining the 
scores for any of the grades excepting the 8th. Such words as 
"double," "corduroy," "waddle," "prosecutor" and "inside" are words 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 367 

with which children of any of the upper grades should be familiar. 
The words making the lower lines of the scale should be even more 
familiar than these. The fact that the children do or do not know 
these words may, therefore, be credited to the efifect of their school 
experience to a greater degree than it might at first seem. 

g. Varying Attainments Within Single Classes. 

In reading attainments, St. Paul school children of the same 
grade designation are very widely distributed. Tables XXI and XXII 
show the distribution of the several classes of one school. Table XXI 
represents the understanding of sentences; Table XXII, the visual vo- 
cabulary. In the former test there is not a class but that distributes 
over at least four steps on the Alpha 2 scale. The significance of this 
appears from the fact that the inter-grade steps for the city are in no 
case more than one-half scale unit. In other words each class is dis- 
tributed over a range equivalent to at least eight times the distance 
between any two grades. Both values 6 and 7 are achieved by some 
children in every class from 3 to 8 inclusive. Value 7 is exactly 7th 
grade norm. The 7th grade class, if it were to contain children of 
approximately equal reading attainment should be made up by group- 
ing the children represented horizontally to the right from point 7 on 
the scale. There are 53 of these individuals distributed through the 
grade as follows : Grade 8 has 12 ; grade 7, 14; grade 6, 9 ; grade 5, 7 ; 
grade 4, 3 ; grade 3, 8, 

In the range of vocabulary, the distribution is even greater than 
that shown in the understanding of sentences. Grade 5 contains chil- 
dren of every attainment from value 5 at the bottom of the scale to 
value 65 at the other end. These extremes, as will be seen by com- 
parison with the grade scores, exceed the St. Paul scores for the two 
extreme grades. Children of the 6th grade achievement, as measured 
by the median of the city, are found in this school distributed as fol- 
lows: grade 8, 11; grade 7, 3; grade 6, 5 ; grade 5, 19 ; grade 4, 27 ; 
grade 3, 20. 



1 


1 


























2 


2 








1) 


14 


9 * r 


3 


8 


U 


10 


21 


8 


10 








13 


23 


12 








1 


7 


2 








1 









368 REPORT OF SCHOOL SURVEY 

TABLE XXI. 

Reading : Understanding of Sentences. Distribution of All Children 
Tested in One School in Terms of Scale Values. 

Grades 

Scale Values VIII VII VI V IV III 

9 

8 2/3 1 

8 9 

7 12 

6 11 

5M 

4 

Below 4 

Thorndike standard 7.5 7 6.5 5.75 5.75 .. 

TABLE XXII. 

Reading: Visual Vocabulary. Distribution of All Children Tested 
in One School in Terms of Scale Values. 

Grades 

Scale Values VIII VII VI V IV III 

65 6 6 1 2 

55 : 11 9 4 1 

45 6 

35 11 

25 

15 

5 

0-4 

Total 34 30 22 42 43 39 

Median for City 49.2 40.6 34.1 24.0 21.7 10 



9 


9 


5 








3 


5 


19 


27 


20 


2 


1 


9 


6 


10 


1 


2 


5 


10 


6 








1 





1 














o 

.V 



iMEASUREMENT OF CHILDREN'S ACHIEVEMENTS 369 



h. Overlapping. 

The wide range of reading attainments in each grade produces 
very great overlapping. One may get a vivid impression of the 
amount of this which exists by looking at Figures 10 and 11. If one 
were to cut from either of these figures a horizontal section one inch 
wide he would get classes from several grades, — in some cases from 
four or more. The number would be doubled if the intermediate grades 
were shown. These are the classes of similar attainments though not 
of the same school gradation. If one observes the range of perform- 
ance shown within any vertical section of the figures he will under- 
stand that a grade designation may mean the most widely different 
things in different cases. Thus, a 5A class in St. Paul may mean any- 
thing in attainment from the median of the 3A to the median of the 
6A grade. 

It is only fair to say that this sort of overlapping of attainments is 
not peculiar to the schools of St. Paul. Similar conditions have been 
shown by every reading test given to a large number of schools. The 
wide prevalence of the condition, however, does not justify it nor ren- 
der it a less serious matter for the St. Paul schools. There may be 
little need for concern for the schools which score high, but no intelli- 
gent parent would willingly commit his child to a school wdiose nor- 
mal attainments are several grade intervals below the average achieve- 
ments of similar grades in the city. Nor can the city of St. Paul, its 
teachers, its school administrators, or its citizens accept this condition 
as a final product of its schools. 



4. How Well Should Children Read? 2^ 

The desirable standard of reading achievement for any level of 
grade advancement is determined by two considerations : First, how 
difficult is the printed material which a child must read in the pursuit 
of ideas adapted to his level of comprehension? Or more concretely, 
how difficult is the reading matter in his text in geography, history, 
and mathematics? A pupil should have attainments such that he can 
master these texts wdthout too great an effort upon the mere problem 



2'^ It should be understood that by reading is not meant oral read- 
ing. 



370 REPORT OF SCHOOL SURVEY 

of reading. Second, a pupil's attainments at any stage of school prog- 
ress should prepare him for proper advancement to the efficiencies of 
the later school years. At the sixth grade he should read sufficiently 
well that progress to seventh grade standard will be made in one year 
of normal efifort. 

It is not possible at present to apply the two criteria here men- 
tioned to the results of reading in the St. Paul schools for the simple 
reason that neither of them has been given adequate objective deter- 
mination. Students of education have not yet given us in measured 
terms the absolute degrees of reading power which a pupil should 
achieve at the several levels of his school progress through the inter- 
mediate and upper grades. Neither have they determined for us in 
definite terms the reading difficulty of school text books. These two 
criteria, therefore, while expressing the theoretical desiderata for de- 
termining the adequacy of reading attainment, cannot be directly 
applied. 



5. Do the St. Paul Children Read V^ell Enough? 

The evidence from the tests in the intermediate and grammar 
grades indicates that the reading work in St. Paul is somewhat more 
efficient than the work for corresponding grades in other cities of the 
country. Whether this is cause for final satisfaction depends, how- 
ever, upon the question whether these children read sufficiently well 
as determined by the two criteria previously mentioned. While no 
measured statement can be made in regard to this, some comparisons 
may be illuminating. The following passages are taken from text 
books in arithmetic, history and geography, intended for use in the 
upper grammar grades. 

"When the sun's rays are vertical at any point on a meridian, it is 
noon at all places on that meridian that are then lighted by the sun. 
Since the earth turns from west to east, the sun appears to move from 
east to west. Therefore, when it is noon at any place it is before 
noon, or earlier, at all places west, because the sun has not yet reached 
the meridians of those places. It is after noon, or later, at all places 
east, because the sun has already crossed the meridians of those 
places." 

"A New York banker shipped $48,6G5 in gold to London to settle 
an account amounting to £10,000. He paid %% freight and }i% for 
insurance. There was a loss of 1/lG^ by abrasion on $20,000 in $20 



MEASUREMENT OF CHILDREN'S ACHIEVElNrENTS 371 

gold pieces, of }i % on $20,000 in $10 gold pieces, and of ja 'j'o on the 
$5 gold pieces, which constituted the remainder of the shipment. 
What was the total cost to the banker, including the sum paid to re- 
place the loss by abrasion?" 

"The question of the re-election of Douglas to the Senate now 
came before the people of Illinois. Abraham Lincoln stepped forward 
to contest the election with him. 'A house divided against itself can- 
not stand,' said Lincoln. 'This government cannot endure half slave 
and half free. * * * j^ -^vill become all one thing or all the other.' 
He challenged Douglas to debate the issues with him before the peo- 
ple, and Douglas accepted the challenge. Seveh joint debates were 
held in the presence of immense crowds. Lincoln forced Douglas to 
defend the doctrine of 'popular sovereignty.' This Douglas did by 
declaring that the legislatures of the territories could make laws hos- 
tile to slavery. This idea, of course, was opposed to the Dred Scott 
decision. Douglas won the election and was returned to the Senate. 
But Lincoln had made a national reputation." 

"The glacier also had an important influence upon our manufac- 
turing. Its load of rock fragments often filled parts of valleys so that 
after the ice was gone, the streams were compelled to seek new 
courses. These courses often lay down slopes or across buried ledges, 
over which the water tumbled in a succession of rapids and falls. Even 
the great cataract of Niagara was caused in this way and the same is 
true of many of the falls and rapids of hilly New England and New 
York. The many lakes act as storehouses to keep the noisy falls and 
rapids well supplied with water. For these reasons New England and 
New York have such abundant water power that they early grew to 
be the greatest manufacturing centres of the Union. In sections of 
the country not reached by the glacier, rapids and falls are much less 
common. Did the glacier cover the land on which you live?" 

"In humid regions, whirlwinds do not usually appear to extend up 
to any considerale height ; but in desert regions they may reach 
heights of 1,000 feet or more, as shown by the columns of dust. The 
rise is sometimes so great that the air is expanded and cooled enough 
to cause condensation of even the small amount of moisture contained 
in the desert air. Smart showers may then occur. Showers of this 
sort are likely to be of short duration, but the rainfall may be very 
heavy. If exceptionally heavy, such rains are known as cloudbursts. 
In such a storm, in the summer of 1898, rain enough fell in a few min- 



372 REPORT OF SCHOOL SURVEY 

utes, in the vicinity of Bagdad, in the Mojave Desert of California, to 
occasion serious washouts along the railroad for miles. A cloudburst 
at Clifton, S. C, June 6, 1903, caused the loss of more than 50 lives, 
and property damage to the esti'mated extent of $3,500,000. In desert 
regions, the water which starts to fall from the rising and expanding 
air is sometimes evaporated before it reaches the ground. Such "sus- 
pended" showers may be seen often in Arizona in August." 

Whether or not the median St. Paul children can read these pas- 
sages with fair ease may be inferred by comparing their relative diffi- 
culty with the specimens on Scale Alpha 2, which mark the median 
abilities of the St. Paul children. An examination of Table XIX shows 
that the 7th grade in St. Paul read somewhat better than difficulty 7 ; 
that the St. Paul 8th grade did not read so well as difficulty 8. It is 
fairly certain that the passages quoted above from text books are no: 
easier than these difficulties in the reading scale. It is probable that 
children in the 7th and 8th grades would find them very much more 
difficult to read. Even though their difficulty should not be greater 
than 7, there would be a large number of St. Paul children in both of 
these grades who would fail in history, geography and arithmetic, as 
the case might be, because of deficient reading ability. 

As measured by the vocabulary scale, the median eighth grade child 
in St. Paul scores a little better than line 45, but not so good as line 55. 
The median seventh grade child scores below line 45. The words of 
this line which stands so near the attainments of these two grades are 
"double," "corduroy," "waddle," "prosecutor," and "inside." Compare 
with these the following words taken from the passages above 
quoted: Vertical, meridian, constituted, abrasion, sovereignty, hos- 
tile, reputation, succession, cataract, influence, humid, condensation, 
duration, vicinity, estimated, evaporated and suspended. Of the rel- 
ative difficulty of the two groups there can be little doubt. The words 
of the latter group as presented in context would be easier than if 
presented isolated in the scale. It is abundantly clear, however, that 
no matter how encountered they present formidable problems for the 
median seventh and eighth grade pupils of St. Paul. It is fairly clear, 
therefore, that whatever range of superiority the St. Paul children 
have over children of similar grade advancement in other schools of 
the country, that they have little or no margin of superiority as meas- 
ured by the difficulty of reading matter ostensibly intended for chil- 
dren of their several grades of advancement. 

This is not conclusive evidence that the children do not read as 
well as children of this grade should do. It is entirely possible that 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 373 

the difficulty consists in the text books being written in language that 
is too difficult. Whether we shall make an effort to bring the children 
up to greater reading efficiency or whether we shall simplify the read- 
ing material of our text remains an open question. The problem is 
one which is open to investigation and need not remain unsolved. It 
is surely of sufficient importance to enlist the efforts of persons 
charged with the education of children. 



6. Reading — The Basis of Promotion. 

In discussing the wide range of distribution of attainments in 
spelling, a scheme of administrative re-organization was proposed by 
which each child could be drilled in spelling on the level of his indi- 
vidual attainments without disturbing the existing scheme of grada- 
tion. In the case of arithmetic and handwriting a scheme was pro- 
posed by which individual instruction could be given to children recit- 
ing in groups. In the case of reading, it is probable that a general re- 
classification of students could be made. 

It is the general practice of schools to promote children in the 
lower grades largely on the basis of their ability to read. As arithme- 
tic is introduced in the third and fourth grades, reading plays less part 
in determining such promotions. In the upper grades where arith- 
metic becomes more important, and geopraphy, history, grammar and 
other subjects are introduced into the course of study the importance 
of reading in determining the classification of pupils becomes less and 
less acknowledged. In some schools attainment in arithmetic alone is 
determinative. It is doubtful, however, if this subordination of the 
function of reading as a basis of classification of pupils is correct. 
The abilities required for success in arithmetic are highly specialized 
and the classification of pupils on that basis serves for that subject 
alone whereas ability to read functions in the learning of many school 
subjects. 

It is not now new to say that reading ability is the basis of all 
education involving books. Nevertheless, one could hardly repeat a 
more significant statement about the work of the elementary schools. 
There is probably no single school subject which is a better measure 
of the general intelligence of children than the power to read and un- 
derstand difficult passages. Besides, there is no single acquisition 
from school work which functions in so many different school activi- 
ties as does reading. Hence, it would seem that reading is the basic 
subject for the classification of pupils. 



374 REPORT OF SCHOOL SURVEY 

While we do not have at hand experimental data of sufficient 
amount for generalization, it is altogether probable that the most sat- 
isfactory classification of students at any level of development for 
purposes of instruction in a number of subjects could be made on the 
basis of their ability to handle standardized reading tests. A further 
study of this problem should be made in the St. Paul schools. The 
basis of promoting pupils in the several schools should be clearly de- 
termined and their performances in reading should be given increased 
weight in the upper as well as in the lower grades. Good readers 
should be put forward even though they are lacking in certain arithme- 
tical or other specialized skills. These they should acquire through 
individual practice. 

In determining whether a pupil is a good reader or not, reliance 
should not be placed merely upon the personal judgments of the 
teacher or supervisor. Adequately standardized tests should be used 
and the pupil's attainments should be rendered objective and tangible. 
To classify children in regard to their reading abilities on the basis of 
the subjective judgments of any individual would probably not im- 
prove the situation. To group them on the basis of definite objective 
tests will not do away with variability. It will probably lessen the 
amount of it within a class. 



7. Recommendations. 



In the light of the foregoing considerations certain lines of pro- 
cedure for the reading work in the intermediate and grammar grades 
become apparent. 

a. The reading work in all grades should receive continued 
and in many cases increased emphasis. 

b. It is important that definite standards of achievement 
should be set for the several grades so that supervisors, teachers 
and children may know definitely and objectively what are the de- 
sirable reading attainments for any level of school progress. 

c. Such standards should cover range of vocabulary, the power 
to understand sentences, rate of work and whatever other reading 
functions are deemed desirable. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 375 

d. In the case of those classes which score low on one or both 
of the tests given, there should be special effort on the part of 
teachers and supervisors to discover the cause of the deficient 
work and to remedy conditions so that better results may be se- 
cured. 

e. There should be a decided effort to reduce the variability in 
the reading efficiency for children reciting in the same class. Such 
wide variations as are now maintained render effective class in- 
struction in informational subjects well nigh impossible. 

f. In many classes there are children whose defective reading 
attainments render them incapable of profiting by the class in- 
struction of that grade. Such children should be classified differ- 
ently or should receive individual assistance with all work involv- 
ing ability to read. 



VII. READING— HIGH SCHOOL. 
1. The Tests. 

In the high schools the classes beginning their 2nd, 4th, 6th and 
8th terms of school work were measured with an understanding-of- 
sentence test. Practically all of the children of the grades in all of 
the four high schools were given the test. 

The test paragraphs which are shown in the following pages were 
selected from well known writers of acknowledged merit. Haw- 
thorne, Macaulay, Emerson, Walter Bagehot, William James, Walter 
Pater and George Borrow are represented in the list. The paragraphs 
present varying degrees of difficulty both from the standpoint of the 
ideas they contain and from the quality of sentence and paragraph 
structure. The questions also were put so as to represent varying de- 
grees of difficulty. Some of them call for an understanding of the 
mere facts stated. For answering such questions the reader needs 
only to identify certain words or phrases in the paragraph. Other 
questions demand on the part of the reader some background of in- 
formation and power of making inferences, based upon facts given in 
the paragraph. 

In the form in which the test was given the paragraphs were ar- 
ranged in an approximate order of difficulty and printed on a large 
sheet in 8 point type. 



376 REPORT OF SCHOOL SURVEY 



Read this paragraph and then write answers to questions 1, 2, 3, 4, 
ant 5. All questions must be answered from the paragraph. 

I confess I did not much like this decision of the gipsy ; I felt very 
slight inclination to leave the town behind, and to venture into un- 
known places in the dark night, amidst rain and mist, for the wind had 
now dropped, and the rain began again to fall briskly. I was, more- 
over, much fatigued, and wished for nothing better than to deposit 
myself in some comfortable manger where I might sink to sleep, lulled 
by the pleasant sound of horses and mules despatching their proven- 
der. I had, however, put myself under the direction of the gipsy, and 
I was too old a traveler to quarrel with my guide under the present 
circumstances. I therefore followed close at his crupper; our only 
light being the glow emitted from the gipsy's cigar; at last he flung it 
from his mouth into a puddle, and we were then in darkness. 

QUESTIONS. 

1. Name four things that made the writer wish not to leave town. . . . 

2. Name two facts that led him to follow the gipsy 

3. What was the decision of the gipsy? 



4. As they rode along the road how far was the writer from th^ 
gipsy? 

5. In what country did this event occur? 



II. 

Read this paragraph and then write answers to questions 1, 2, 3, 4, 
5, and 6. All questions must be answered from this paragraph. 

All this was said apart. Perhaps a germ of love was springing in 
their hearts, so pure that it might blossom in Paradise, since it could 
not be matured on earth ; for women worship such gentle dignity as 
his ; and the proud, contemplative, yet kindly soul is oftenest capti- 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 377 

vated by simplicity like hers. But while they spoke softly, and he 
was watching the happy sadness, the lightsome shadows, the shy 
yearnings of a maiden's nature, the wind through the Notch took a 
deeper and drearer sound. It seemed, as the fanciful stranger said, 
like the choral strain of the spirits of the blast, who in old Indian times 
had their dwelling among these mountains, and made their heights and 
recesses a sacred region. There was a wail along the road, as if a 
funeral were passing. To chase away the gloom, the family threw 
pine branches on their fire, till the dry leaves crackled and the flame 
arose, discovering once again a scene of peace and humble happiness. 
The light hovered about them fondly, and caressed them all. There 
were the little faces of the children, peeping from their bed apart, and 
here the father's frame of strength, the mother's subdued and careful 
mien, the high-browed youth, the budding girl, and the good old 
grandma, still knitting in the warmest place. The aged woman looked 
up from her task, and, with fingers ever busy, was the next to speak. 



QUESTIONS. 

1. In what country did the event described in this paragraph occur.'' 

2. At what season of the year was it? 

3. Name the chief characteristics of the stranger 

4. Give three words descriptive of the home in which the stranger 

stopped 

5. In this paragraph what thing interests you most? 

6. How many persons were there in this home on this night? 



III. 



Read this paragraph and then write answers to questions 1, 2, 3, 4, 
and 5. All questions must be answered from the paragraph. 

Yet, unless I greatly deceive myself, the general effect of this 
chequered narrative will be to excite thankfulness in all religious 
minds, and hope in the breasts of all patriots. For the history of our 



378 REPORT OF SCHOOL SURVEY 

country during the last hundred and sixty years is eminently the his- 
tory of physical, of moral, and of intellectual improvement. Those 
who compare the age on which their lot is fallen with a golden age 
which exists only in their imagination may talk of degeneracy and 
decay ; but no man who is correctly informed as to the past will be dis- 
posed to take a morose or desponding view of the present. 



QUESTIONS. 

1. What is the topic of the above paragraph? 

2. What does the author think will be the effect of his narrative?. . . . 

3. What kind of persons will not likely so regard it? 

4. On what ground does the author base his belief in the anticipated 
effect ? 

5. What sort of persons will take a hopeful view of the present?. . . . 

IV. 

Read this paragraph and then write answers to questions 1, 2, 3, 4, 
and 5. All questions must be answered from this paragraph. 

Nor will it be less my duty faithfully to record disasters mingled 
with triumphs, and great national crimes and follies far more humiliat- 
ing than any disaster. It will be seen that even what we justly ac- 
count our chief blessings were not without alloy. It will be seen that 
the system which effectually secured our liberties against the en- 
croachments of kingly power gave birth to a new class of abuses from 
which absolute monarchies are exempt. It will be seen that, in con- 
sequence partly of unwise interference, and partly of unwise neglect, 
the increase of wealth and the extension of trade produced, together 
with immense good, some evils from which poor and rude societies are 
free. It will be seen how, in two important dependencies of the 
crown, wrong was followed by just retribution; how impudence and 
obstinacy broke the ties which bound the North American colonies to 
the parent state ; how Ireland, cursed by the domination of race over 
race, and of religion over religion, remained indeed a member of the 
empire, but a withered and distorted member, adding no strength to 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 379 

the body politic, and reproachfully pointed at by all who feared or 
envied the greatness of England. 



QUESTIONS. 

1. What is the writer of the above paragraph proposing to do? 

2. In what instances does he expect to show that "wrong was fol- 
lowed by just retribution"? 

3. Name one "blessing" which the author indicates was "not without 
alloy" 

4. Does the author regard the increase of wealth as necessarily ac- 
companied by evils ? 

5. Do you think the author of this paragraph is a friend or enemy of 
England ? 



V. 

Read this paragraph and then write answers to questions 1, 2, 3, 4, 
and 5. All questions must be answered from this paragraph. 

In all this playful and proud heroism of his youth, Henry Acland 
delighted me as a leopard or a falcon would, without in the least af- 
fecting my own character by his example. I had been too often ad- 
jured and commanded to take care of myself, ever to think of fol- 
lowing him over slippery weirs, or accompanying him in pilot boats 
through white-topped shoal water ; but both in art and science he could 
pull me on, being years ahead of me, yet glad of my sympathy, for, till 
I came, he was literally alone in the university in caring for either. To 
Dr. Buckland, geology was only the pleasant occupation of his own 
merry life. To Henry Acland physiology was an entrusted gospel ot 
which he was the solitary and first preacher to the heathen ; and 
already in his undergraduate's room in Canterbury he was designing — 
a few years later in his professional room in Tom quad, he was realiz- 
ing — the introduction of physiological study which has made the uni- 
versity what she has now become. 



380 REPORT OF SCHOOL SURVEY 

QUESTIONS. 

1. What are two differences between Henry Acland and the author? 

2. How did Henry Acland differ from Dr. Buckland? 

3. What was Henry Acland's chief concern in Hfe? 

4. What is one evidence that Henry Acland was an effective person? 

5. What sort of early training did the author have? 



VI. 

Read this paragraph and then write answers to questions 1, 2, 3, 4, 
and 5. All questions must be answeired from this paragraph. 

A few years ago there was such a fear of sudden depreciation of 
gold that nations would have hesitated to choose it for their money. 
Some nations even which already used it in fright abandoned it. Bur 
experience shows that the panic was excessive, and that the deprecia- 
tion which gold is undergoing is too minute and too gradual to be very 
important. Very possibly if we selected silver new mining discov- 
eries might begin to reduce its value. The notion of a commodity 
whose cost is constant, and whose relative value to other articles does 
not alter, is imaginary. Monetary business, like all business, is 
rough ; we must take the metal that suits best on the whole. The risk 
of depreciation being only what we see, we had best take gold because 
we can pay it most easily and reckon in it most easily. 



QUESTIONS. 

1. What advantages does the author see in the use of gold as money? 

2. What is one objection to the use of gold as money? 

3. "Monetary business, like all business, is rough" ; what does the 
word rough mean ? 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 381 

4. Why have some nations abandoned the use of gold as money?. . . . 

5. What would be the danger of selecting silver as money? 

VII. 

Read this paragraph and then write answers to questions 1, 2, 3, 4, 
and 5. All questions must be answered from this paragraph. 

The speech of Judge Hoar was perfect, and to that handful of 
people, who heartily applauded it. When a good man rises in the cold 
and malicious assembly, you think, "Well, it would be more prudent 
to be silent. Why not rest on a good past? Nobody doubts your 
talent and power ; and, for the present business, w^e know all about it, 
and are tired of being pushed into patriotism by people who stay at 
home." But he, taking no counsel of past things, but only of the in- 
spiration of his today's feelings, surprises them with his tidings, his 
better knowledge, his larger view, his steady gaze at the new and 
future event, whereof they had not thought, and they are interested 
like so many children, and carried ofif out of all recollection of their 
malignant nonsense, and he gains his victory by prophecy, where they 
expected repetition. He knew beforehand that they were looking be- 
hind, and that he was looking ahead, and therefore it was wise to 
speak. What a godsend are these people to a town! and the Judge, 
what a faculty! — he is put together like a Waltham watch, or like a 
locomotive just finished from the Tredegar Works. 

QUESTIONS. 

1. What do you think was the occasion of Judge Hoar's speech?. . . . 

2. What w^as the difference in point of view of Judge Hoar and his 
audience ? 

3. What attitude had the crowd toward the speaker at the beginning 
of his speech ? 

4. What is the author's estimate of the speaker? 

5. How did the speech afifect the audience? 



383 REPORT OF SCHOOL SURVEY 

VIII. 

Read this paragraph and then write answers to questions 1, 2, 3, 4, 
and 5. All questions must be answered from the paragraph. 

Let us give the name of hypothesis to anything that may be pro- 
posed to our belief; and just as the electricians speak of live and dead 
wires, let us speak of any hypothesis as either live or dead. A live 
hypothesis is one which appeals as a real possibility to him to whom 
it is proposed. If I ask you to believe in the Mahdi, the notion makes 
no electric connection with your nature, — it refuses to scintillate with 
any credibility at all. As an hypothesis it is completely dead. To an 
Arab, however (even if he be not one of the Mahdi's followers), the 
hypothesis is among the mind's possibilities ; it is alive. This shows 
that deadness and liveness in an hypothesis are not intrinsic proper- 
ties, but relations to the individual thinker. They are measured by 
his willingness to act. The maximum of liveness in an hypothesis 
means willingness to act irrevocably. Practically, that means belief ; 
but there is some believing tendency wherever there is willingness to 
act at all. 

QUESTIONS. 

1. What is the chief topic of the above paragraph? 

2. What makes an hypothesis "live"? 

3. What is the belief in the Mahdi a dead hypothesis to the reader? 

4. What is the measure of liveness or deadness of an hypothesis? 

5. What relation does the author see between belief and action?. . . . 



IX. 

Read this paragraph and then write answers to questions 1, 2, 3, 4, 
and 5. All questions must be answered from the paragraph. 

The one word for the one thing, the one thought, amid the multi- 
tude of words, terms, that might just do; the problem of style was 
there ! — the unique word, phrase, sentence, paragraph, essay, or song. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 383 

absolutely proper to the single mental presentation or vision within. 
In that perfect justice, over and above the many contingent and re- 
movable beauties with which beautiful style may charm us, but which 
it can exist without, independent of them yet dexterously availing it- 
self of them, omnipresent in good work, in function at every point, 
from single epithets to the rhythm of a whole book, lay the specific, in- 
dispensable, very intellectual, beauty of literature, the possibility of 
which constitutes it a fine art. 

One seems to detect the influence of a philosophic idea there, the 
idea of a natural economy, of some pre-existent adaptation, between a 
relative, somewhere in the world of thought, and its correlative, some- 
where in the world of language — both alike, rather, somewhere in the 
mind of the artist, desiderative, expectant, inventive — meeting each 
other with the readiness of "soul and body reunited," in Blake's rap- 
turous design ; and, in fact, Flaubert was fond of giving his theory 
philosophical expression. 

"There are no beautiful thoughts," he would say, "without beauti- 
ful forms, and conversely. As it is impossible to extract from a physi- 
cal body the qualities which really constitute it — colour, extension, 
and the like — without reducing it to a hollow abstraction, in a word, 
without destroying it; just so it is impossible to detach the form from 
the idea, for the idea only exists by virtue of the form." 

QUESTIONS. 

1. What, according to the author, gives to literature its beauty?. . . . 

2. What attitude did Flaubert hold toward the author's theory?. . . . 



3. What two things has the author in mind when he says "both 
alike"? 

4. In not to exceed five words write a title for the above passage. . . . 

5. To what does the phrase "that perfect justice" refer? 



2. Method of Giving. 

The high school test in reading was given in each of the schools 
by members of the Survey Stafif. In the Mechanic Arts, Central and 
Johnson schools, the children were tested in their recitation rooms. 



384 REPORT OF SCHOOL SURVEY 

In the Humboldt school, all the children were brought together in the 
large assembly hall and the test was given to all of them at the same 
time. No preliminary test was given to the high school student-3. 
The test was explained by the examiner and the students were asked 
to follow the directions on the printed sheet. 

It was impossible for any considerable number of children to do 
the entire test within the limits of one school period. It was, besides, 
impossible to start every section at the beginning of a period. The 
time was taken in every class tested and in computing the compara- 
tive scores the amount of time allowed to any class has been taken 
into consideration. 

3. Methods of Scoring. 

It was necessary to construct for each of the questions a list of 
acceptable answers. In doing this a group of five members of the 
Survey Staff, together graded a number of papers. Some of the an- 
swers given by the students were clearly acceptable ; about others 
there was a dift'erence of opinion. In the case of such difference of 
opinion, the matter was discussed and an agreement reached to accept 
or reject the particular answer in question. After a considerable num- 
ber of papers had been graded in this fashion a scale of acceptable an- 
swers was made out for each question and the remainder of the scor- 
ing was done by the clerks of the Staff who had already been trained 
in scoring the returns from Scale Alpha 2. These clerks were in- 
structed to count as wrong any answer not found in the key provided 
them. In case of an answer that seemed to them acceptable but nor 
found in the key they were instructed to make note of such cases and 
refer them to a member of the Staff designated for that purpose. 

This test proved much more difficult to score than any other test 
and it was necessary for the work of the individual clerks to be 
checked frequently in order to secure uniform results. Some of the 
questions were found on scoring not to admit of definite answers. 
This was true of question 5 in paragraph I. Such questions were dis- 
carded and the results were not used in computing percentages. When 
the individual papers had all been scored the results were gathered 
together by sections, classes, and schools. For different reasons a 
considerable number of papers had to be discarded in making these 
composite scores. In some cases the children had failed to designate 
their schools, in other cases they had omitted their grades. The gross 
results were then reduced to values which are shown in the tables fol- 
lowing. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 385 

The test was found somewhat too difficult for high school chil- 
dren. In relatively few cases did any class score as much as 75 per 
cent of correct answers on any single paragraph. It would have been 
better if the test had contained some paragraphs easier than any in 
the list. The test, while serving to indicate the sort of reading which 
high school students are unable to perform, does not give sufficiently 
fine distinctions of difficulty within the ranges of achievement charac- 
teristics of such students. 



4. Results of High School Test. 

The results for the high school test are shown in Tables XXIII to 
XXXI. In Tables XXIII to XXVI the students are listed by years and 
by the percentage of correct answers for each of the paragraphs in the 
test. Inasmuch as sdme of the students, particularly in the Central and 
Mechanic Arts, did not have so long a time as other students in the 
same schools in which to complete the test nor so long as the students 
in the Humboldt and Johnson high schools, it is impossible to judge 
the relative standing of the several schools on the basis of the quantity 
of work accomplished. We have been confined, therefore, in interpret- 
ing these results, to the percentage of correct answers shown for each 
paragraph and for such groups of paragraphs as all students had an 
opportunity to complete. Table XXIII, giving the results for the Me- 
chanic Arts school, should be read : of 166 freshmen 63 per cent gave 
acceptable answers to the questions on paragraph 1, 10 per cent to 
questions on paragraph 2, and so on across the page to 12 per cent of 
correct answers for paragraph 7. Percentages of correct answers are 
given for each class separately and each of the other schools is repre- 
sented in the succeeding tables. In Table XXVII the scores for the 
four schools are brought together by classes. 

a. Increase of Achievement from Freshmen to Juniors. 

From these tables it appears that there is an increase of reading 
ability from the freshmen to the sophomore and from the sophomore 
to the junior years. In the case of the first paragraph this increase is 
from 55 to 63 to 73 per cent for all schools. In most of the other para- 
graphs the upward steps of the more advanced grades are not so great, 
although apparent in some degree in the case of every paragraph. An 
examination of Tables XXIII to XXVI will show that this same in- 
crease in improvement occurs from freshmen to sophomore to junior 
years in practically every school. 



386 



REPORT OF SCHOOL SUEVBY 



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MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 391 

Two causes probably operate to produce this increase of efficiency 
in the advancing grades. One is the gradual elimination of the poor 
readers through their failure to be promoted so that only the better 
readers find their way into the upper classes. The other cause is the 
increase of reading power on the part of those who are promoted. 
Only such improvement as is due to the second of these causes is 
really to the credit of the schools. If we could discriminate the 
amount of improvement shown in these tables into the portions due to 
each of the above causes, it is apparent that the increase of reading 
power which individual high school students make from year to year 
is not very great. 



b. Failure of Seniors to Improve. 

Comparison of the scores for the junior and senior students shows 
that the latter read but little if any better than the former. In the 
case of paragraphs I, II, V, VI, VII and VIII, the 191 juniors actually 
equal or exceed the seniors in achievement. In the case of paragraphs 
III and IV the seniors are somewhat, although not greatly, superior to 
the juniors. In the Mechanic Arts School the seniors do much poorer 
than the juniors in three paragraphs although excelling in the three 
others. In the Humboldt school seniors do better on every paragraph 
with the exception of VI. In Central they are below in three and 
above in three, while in the Johnson the seniors excel in four of the 
six paragraphs. 

In Table XXIX the scores for the several classes in the four 
schools are shown on the basis of the per cent of questions answered 
for the entire test. It should be read: in the Mechanic Arts high 
school, 166 freshmen scores 54 per cent of correct answers for para- 
graphs I and II, 45 per cent for paragraphs I, II and III, 39 per cent 
for paragraphs I, II, III and IV, etc. All of the classes in this school 
had time to complete five paragraphs, the freshmen and seniors com- 
pleting six and the juniors seven. Comparison here is possible on the 
basis of five paragraphs completed and shows the increase of attain- 
ment from freshmen to sophomore and junior from 34 to 39, to 51 per 
cent of correct answers. On the basis of the five paragraphs the 
seniors do not read so well as the juniors and but little better than the 
sophomores. A similar condition appears in Central, where the 
juniors score 52 per cent on the first four paragraphs and the seniors 
three per cent lower. A fair grade advancement is shown in Table 
XXX, where the scores for all the classes in all the schools are shown. 



392 REPORT OF SCHOOL SURVEY 

c. Varying Achievement Within Classes. 

How diflficult an instructural problem the varying reading attain- 
ments of high school students set for teachers is suggested by Table 
XXVIII, which shows the distribution of abilities of the students in 
the Humboldt school. This school is chosen because in testing, all the 
students were in a single room and were thus subject to the same con- 
ditions as regards time, instructions, etc. The table shows the num- 
ber of students in each class which scored equal to the city average for 
each of the foui classes. In the senior class there were students of 
each grade of ability and four below the freshman average for the 
city. In the freshman class there were seven who equalled the aver- 
age achievement of the seniors. In every class there were students of 
every grade of reading attainment from the city average for seniors to 
below the city average for freshmen. 

TABLE XXVIII. 

Reading — Humboldt High. Number of Students in Each Grade Mak- 
ing Scores Equal to Average Per Cent Made By the Several 
Classes of All the High Schools in the City. 

Classes 

Sopho- Fresh- 
Attainment Senior 

Senior 4 

Junior 1 

Sophomore 1 

Freshman 1 

Below Freshman 4 

d. Comparison of Schools. 

From the data in Tables XXIX, XXX and XXXI, it is possible to 
compare the reading attainments of the students in the several schools. 
On the basis of paragraphs I to IV, Central stands first and Humboldt 
last. The difference is about that between sophomore and junior 
classes shown in Table XXIX, although this question is in no sense 
exact. The difference between these two schools seems greatest In 
the lower classes since the senior scores are not greatly different. On 
paragraphs III to VIII the Johnson school stands first. On no single 
paragraph does the Mechanic Arts stand first although it scores second 
on a combination of paragraphs I to IV. 



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MEASUEEMBNT OF CHILDREN'S ACHIEVEMENTS 



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EEPOET OP SCHOOL SURVEY 



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MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 395 



TABLE XXX. 

Reading — High School. Per Cent of Correct Answers in Paragraph? 

I to VI for All Students of Corresponding Grades. Also 

Per Cent of Correct Answers for All 

High Schools Tested. 

Number of 
Classes Pupils Score 

Freshmen 481 34 

Sophomores , 357 43 

Juniors 191 49 

Seniors 210 63 

Total and average.. 1,239 4S 



396 



BEPOBT OF SCHOOL SURVEY 



FIG. 12. 

Reading, High School. Figures on ordinate indicate percentage 
of correct answers. Classes are arranged from the left in order of pro- 
gression through the high school. "City average" based on first six 
tests. All other marks based on first four tests. 



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.398 IlEPORT OF SCHOOL SURVEY 

To be sure no one of the high schools is wholly responsible for the 
reading attainments of its students. Each entering freshman has be- 
hind him eight years of elementary schooling in which learning to read 
has been one of his chief tasks. The fact that freshmen in Humboldt 
and Johnson score relatively low would indicate that the elementary 
schools contributing to these two high schools had not prepared their 
students so well as had those in other sections of the city. These 
tests are, therefore, a measure of these elementary schools as well as 
of the high schools in which the students are now found. 

e. General Standing of St. Paul Schools. 

There is no reason to think that the students in the high schools 
of St. Paul read more poorly than do other high school students since 
we do not have at hand the results of reading tests in the case of other 
high school students with which to compare the St. Paul scores. In 
the absence of actual measurement there are two facts which suggest 
that such a comparison would reflect credit on the St. Paul schools. 
The first of these facts is found in the understanding of sentences and 
visual vocabulary tests given to the eighth grade. In both of these 
the St. Paul scores are above the average for the country at large. It 
may fairly be assumed, therefore, that the scores made by freshmen 
in the high school would compare favorably with similar scores from 
other cities. The second favorable fact is the rather definite and con- 
siderable increase in improvement from the freshman to sophomore 
and junior years. 

f. Need for Improvement in Reading Attainment. 

Despite the evidences of somewhat better than average achieve- 
ment in reading in the St. Paul schools, it is fairly certain that the 
students in these schools do not read well enough. The passages used 
in this test are not more difficult than many of the passages which the 
students are expected to read in the course of their work in history, 
science, mathematics and literature. While no measurements are at 
hand to indicate the relative difficulty of these tests as compared with 
text books used in high school courses, there seems rather an unani- 
mity of opinion among high school teachers that one of the serious 
handicaps which children have to meet on entering high school is defi- 
cient reading power. We have been accustomed to think that the 
first business of the schools is to teach children to read, but this has 
been too often interpreted by the school to mean the acquisition of the 



MEASUREMENT OF CHILDREN^'S ACHIEVEMENTS 399 

mere rudiments of reading. It has often meant merely articulation, 
pronunciation and recognition of the more or less frequently occurring 
words. It has not meant that the children should be trained definitely 
in the power to read silently and to interpret the visual symbols of 
printed discourse. All too often, especially in the upper grades and 
in the high schools, we have insisted upon assuming that the children 
had this power or that they would acquire it incidentally. Definite 
teaching of silent reading has been given but little time and attention. 
The introduction of numerous additional subjects of instruction has 
rendered it well nigh impossible to devote adequate attention to the 
general problem of teaching children to interpret the meaning of 
printed pages. 

g. Importance of Reading Attainment. 

It is hardly too much to say, however, that there is no skill so im- 
portant for anyone to acquire in school as the power to read. There 
is hardly a better criterion of a cultivated mind than its capacity to 
read understandingly a varied list of prose selections. To do this is 
evidence that a person understands a wide range of ideas, that he can 
communicate with other cultivated and informed persons. To be un- 
able to do this is to confess one's self provincial, to reveal deficiency in 
one or another field of thought, definitely to exclude one's self from 
great ranges of ideas and life experiences. It is hardly too much to 
say, therefore, that the end of a liberal education is best achieved by 
learning to read, and that the best measure of a school from the view 
point of liberal culture is the reading attainments of its students. 

h. Improvement in College Students. 

The scores of the senior students as compared with those of 
juniors might seem to indicate that these students had reached a limit 
of reading ability, or that they had achieved sufficient reading power 
to enable them to pursue their education further. The facts concern- 
ing the reading attainments of college students flatly contradict both 
of these assumptions. Every teacher of college freshmen knows that 
much of the material which such students are assigned to read is 
more difficult than their abilities enable them to pursue with speed 
and ease. Experimental evidence shows that these same students, if 
systematically drilled in reading work for even a very brief period, 
will enormously increase their performances. As an example, a group 
of forty-seven college sophomores, -juniors, seniors and graduate stu- 



400 REPORT OF SCHOOL SURVEY 

dents who were drilled ten minutes per day on three days per week 
through a month, improved their speed more than fifty per cent and 
at the same time increased their power of comprehension from ten to 
fifteen per cent.^^ It is not at all unusual for a college student to be 
able to double his reading capacity as the result of a few hours' prac- 
tice properly distributed. A case in point is that of a college senior 
who on difficult reading was able to read 157 lines in ten minutes on 
March 2, and who was able, as the result of ten minutes daily drill, to 
improve his ability so that on April 5, he read 599 lines in the same 
length of time. The evidence shows that the comprehension of the 
work read on the latter day was not seriously below the quality of 
reading on March 2. In view of facts of this sort, there can be no 
doubt that the reading habits of high school seniors allow them to live 
much below the levels of their possible achievements. 



i. Importance of Continued Instruction, 

Just because children grow in their power to understand ideas, to 
appreciate more subtle shades of meaning and more complicated ideas, 
and to discriminate more accurately the meanings which authors use 
words to express, it is necessary that the training of an individual's 
power to read be continued throughout his school career. That chil- 
dren must grow in their power of understanding and interpretation is 
too obvious a fact to need elaboration. Some children will develop an 
adequate reading power incidentally, in the course of their individ- 
ually selected reading and in the preparation of their school assign- 
ments. For many other children, however, there is a decided need of 
special assistance and the need of such assistance continues so long as 
improvement in reading attainment is to continue. 

This continuing need of help on the part of children means that 
the direct teaching of reading cannot be discontinued in the upper ele- 
mentary grades and the high school. Whether such instruction shall 
be given by the teachers of the informational subjects where reading 
power is demanded, whether it shall be given in connection with the 
work in English, or whether it shall be given by special teachers in 
charge of this particular type of training is not clear. 



28 



Haggerty, M. E.. ITnpublished Manuscript. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 401 



j. Means of Continued Instruction. 

Teachers of English and other subjects are likely to begrudge the 
time necessary to train students to read, and to feel that the students 
should be better prepared by the grades for high school work. The 
teacher of science or of history feels that time devoted to teaching 
reading is stolen from legitimate instruction in these subjects; that all 
of the history time or science time should be devoted to the develop- 
ment of ideas in history or science. Possibly this is true, but two 
considerations must be kept in mind. First, the student with low 
reading attainments is not capable of self-help or independent work 
with books unless he can read up to the difficulty of the text he must 
use. The normal path of instruction of such students in history or 
text-book science is by teaching them to read. The second point to 
be clearly understood is that the best place for instruction in reading 
and interpretation is often in connection with the work in literature 
and the informational subjects. 



5. Recommendations. 

From the foregoing considerations it is evidently important that 
the St. Paul high schools give increased attention to teaching their 
students the art of silent reading. The normal steps towards such 
improvement assume the following order: 

a. Devise methods for testing the reading ability of children at 

the time they enter high school. 

b. Set standards of reading attainment for the several grades. 

These standards should increase from freshman to senior 
years. 

c. For purposes of instruction in informational subjects entering 

students could very well be divided into sections on the 
basis of their reading achievements. 

d. Definite instruction in methods of reading should be provided 

either by teachers of English, mathematics and the informa- 
tional subjects or by special teachers provided for that pur- 
pose. 

e. Children often fail in high school studies because of deficieni 

reading attainment. Such children should receive individ- 
ual instruction in reading. 



402 REPORT OF SCHOOL SURVEY 



VIII. GRAMMAR. 

The grammar test used by Buckingham ^^ in New York City was 
given to 1,000 8th grade children in 19 schools. 



1. The Tests. 

The June test was used in a re-arranged form. 
The following is the list of questions in the form in which they 
were given : 

ENGLISH GRAMMAR. 

Name Sex 

Grade School , Age 

yrs mos days. Teacher 

Date 



Read each of the following questions and write your answer in 
the blank space below. Answers may be brief but must be clear. 

1. Give an example in a sentence of a participle used as a noun, and 
underline it. 

2. Write a sentence illustrating the use of few as an adejective pro- 
noun (indefinite pronoun). 

3. Give an example in a sentence of an adverb of time, and under- 
line it. 

4. Write the first person, singular, of the following: Passive voice, 
indicative mode, present tense of the verb "lead." 

5. Give an example in a sentence of that used as a conjunction, and 
underline it. 

6. Give an example in a sentence of an infinitive in the passive voice. 

2. Giving and Scoring the Tests. 

All of these tests were given by members of the Survey Staff at 
the time of giving the understanding of sentences test to the 8th grade. 

^ Buckingham, R. B., Survey of Gary and Precovational Schools, 
Seventeenth Annual Report of the City Superintendent of Schools, 
New York City, 1914-15, p. 21 ff. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 403 

The grammar tests were given to both the 8B and 8A classes. The 
children's papers were brought to the Survey office and scored by the 
clerks in that office. The method of scoring used by Buckingham 
was followed so that the results of this test are directly comparable 
with those obtained in New York City and elsewhere. 

3. Results. 

In Tables XXXII and XXXIII the percentage of correct answers 
made by the children of each school for each question are shown, to- 
gether with the percentages of all the children in all the schools who 
answered each question correctly. Table XXXII should be read: Of 
13 pupils in the Adams school, none answered question I correctly, 30 
per cent answered quetsion II, 30 per cent answered question III, none 
answered question IV, and so on across the table. In Table XXXIV 
are shown the percentages correct for all children of each grade, the 
average of all the children in the two grades and the Buckingham 
scores from more than 3,000 children in 20 cities throughout the coun- 
try. 

a. Comparison With Buckingham Scores. 

The Buckingham scores^ are based upon tests given in grades 
7B, 7A, 8B and 8A classes. Inasmuch as the St. Paul children corre- 
spond to the intermediate two of these grades, these scores should be 
roughly equivalent in order to show that the St. Paul children know 
their grammar as well as children generally do. From the table it 
will be seen that only in the case of questions 3, 9, 10 and 11 are the St. 
Paul percentages as high as those shown by Buckingham. Not only 
are the Buckingham scores higher in all other cases but in most cases 
the superiority is astonishingly great. But 21 in a 1,000 of the St. 
Paul children are able to give an example in a sentence of a participle 
used as a noun, while 486 in a 1,000 of the children reported by Buck- 
ingham were able to do this. Similarly only one in a 1,000 of St. Paul 
children was able to give the first person singular, passive voice, indi- 
cative mood, present tense of the word "lead," while 345 in 1,000 of 
the children reported by Buckingham answered this question cor- 
lectly. On the other hand there was practically an equal percentage 
of St. Paul children who could give in a sentence an example of an 
adverb of time and could use the word that as a conjunction. 

30 Buckingham, R. B. Survey of Gary and Prevocational Schools. 
Seventeenth Annual Report of the City Superintendent of Schools, 
New York City, 1914-15, p. 21 flf. 






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MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 407 

b. Questions Which St. Paul Children Answer. 

The questions in which the St. Paul children do well are con- 
cerned with form and construction of nouns and pronouns, the use of 
a noun phrase and the classification of adverbs. They are almost 
wholly unable, on the other hand, to answer questions concerning the 
use of partciples, and infinitives, the conjugation of verbs, the struc- 
ture of complex sentences, the comparison of adjectives and the fem- 
inine of certain nouns. 

c. Comparison With New York. 

In addition to returns from the 20 cities Buckingham gives 7,000 
children in the New York City schools in grades corresponding to the 
8B and 8A classification in St. Paul. In Tables XXXV and XXXVI, 
the scores for the several classes of the two grades are shown in terms 
of the number of questions answered. Thus, the 13 children in the 
Adams school averaged 1.5 questions correct, which was .1 per cent of 
all. At the bottom of these tables are the scores for the entire group 
of 8B and 8A children, and in Table XXXVII these are given with 
similar scores from New York City. On the entire test the St. Paul 
schools score an average for the lower of the two grades of .98 of one 
question. The New York children average 4.46 questions. Similarly 
555 8A children in St. Paul score 2.29 of one question and New York 
children of similar grade standing score 5.13 questions correctly an- 
swered. 

d. How Much Will These Classes Yet Improve? 

It is true that both of the grades tested have yet some time, in the 
elementary school, during which they may acquire the information 
called for in the latter group of questions. One grade has an entire 
year, the other a half year before they are supposedly ready for high 
school work. On the basis of our tests, therefore, we cannot say that 
these children will not by the time that they enter high school, acquire 
a knowledge of grammar approximately equal to the children reported 
in Buckingham's test. There are some indications from Table XXXIV 
however, that such will not be the case. For instance, in questions 1, 4, 
6, 7, 8, 12, 13 and 14 the increase of information from the beginning of 
8B to the beginning of 8A is almost negligible. To no one of these 
questions do more than 5 per cent of the 8A children give correct an- 
swers. The greatest increase made from 8B to 8A for any question is 
in the case of question 9, where 28 per cent more of 8A than of 8B chil- 
dren give correct answers. On question 4, actually fewer 8A children 
give the correct response. If the 8A pupils are to increase from their 



408 



REPORT OF SCHOOL SURVEY 



low Standings to acceptable scores they must make an improvement in 
the final year of work altogether out of keeping with any improvement 
evidenced in the course of the first half of eighth year work. There 
seems little likelihood, therefore, that the grades will bring their 
scores up to the New York level by the end of their elementary school 
course. 

4. Conclusion. 

All the comparisons we are able to make, therefore, indicate that 
the results of grammar instruction in St. Paul are strikingly below the 
results of similar work in other cities. If one were to judge from the 
scores made by the 1,000 children measured by these tests, he would 
fairly conclude that formal grammar, as such, was given no consider- 
ation in the course of study in St. Paul. Apparently all the informa- 
tion which these children have of the facts of technical grammar they 
could acquire incidentally in the course of language and reading work. 

TABLE XXXV. 

Grammar, Grade 8B. Average Number of Questions and Per Cent 

Correctly Answered. New York Scores for 

Corresponding Grades. 

No. of Average No. Per Cent 

School Pupils of Credits Correct 

1. Adams 13 1.46 .104 

3. Baker 11 .454 .0325 

4. Cleveland 30 .66 .0471 

8. Douglas 45 .6 .0428 

10. Ericsson 37 .702 .0501 

12. Franklin 34 1.32 .0942 

16. Gorman 39 .79 .0564 

24. Irving 14 2 .1428 

26. Jefiferson 31 1.38 .0985 

28. Lincoln 29 .93 .0664 

30. Longfellow 39 1.1 .0785 

31. McClellan 27 .74 .0528 

32. McKinley 28 1.46 .1042 

39. Neill 7 1.28 .0914 

42, Ramsey 27 1.15 .082 

46. Sibley 35 .685 .0489 

Total 446 .982 .0701 

Buckingham's New York scores. . 4.46 .318 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 



409 



TABLE XXXVI. 

Grammar, Grade 8A. Average Number and Per Cent of Questions 

Correctly Answered. New York Scores for 

Corresponding Grades. 



School 



No. of 
Pupils 



Average No. 
of Credits 



Per Cent 
Correct 



1. Adams 22 

3. Baker 9 

4. Cleveland 37 

8. Douglas 44 

10. Ericksson 33 

12. Franklin 26 

13. Galtier 22 

18. Hancock 48 

22. Hill 34 

24. Irving 30 

26. Jefferson 25 

28. Lincoln 23 

30. Longfellow 38 

33. Madison 29 

31. McClellan 6 

38. Murray 19 

39. Neill 17 

42. Ramsey 28 

52. Webster 65 

Total 555 

Buckingham's New York scores. . 



2.5 

1.55 

1.88 

1.56 

1.57 

1.88 

2.31 

2.06 

2.58 

3.11 

3.24 

2.21 

2.79 

2.62 

1.83 

2.26 

3.58 

1.6 

2.60 

2.29 

5.13 



.1821 

.1107 

.1342 

.1114 

.1121 

.1342 

.165 

.147 

.184 

.222 

.2314 

.1578 

.199 

.187 

.130 

.1614 

.255 

.114 

.185 

.163 

.366 



410 REPORT OF SCHOOL SURVEY 



No. of 


Average No. 


Per Cen 


Pupils 


of Credits 


Correct 


446 


.983 


.07 


... 


4.46 


.32 


555 


2.29 


.16 




5.13 


.37 



TABLE XXXVII. 

Grammar. Average Number and Per Cent of Questions Answered 
By St. Paul and New York Pupils. 



City Grade 

St. Paul 8B 

New York 8B 

St. Paul 8A 

New York 8A 

Total 1001 1.7 .12 



5. Recommendation. 

It is not the function of this part of the Survey to suggest the 
content of the course of study. Whether grammar should or should not 
be taught in the elementary schools is a subject to be treated on its 
own merits at another place. It is fairly clear, however, from the re- 
sults of the test here reported that such instruction in grammar as is 
now given in St. Paul falls short of securing results which might 
fairly be expected. If formal grammar is to be made a part of the 
study, it should be so taught that the children will really acquire the 
grammatical facts. If it is impossible to secure better results than 
those here shown, the subject should be taken out of the course of 
study because such meagre achievement as is clearly evidenced by 
these measurements can scarcely fail to dishearten children and make 
them loathe their school work. 

The only possible recommendation to be made on the basis of 
these results takes an alternative form ; either the teaching of gram- 
mar should be abandoned or there should be a radical re-organization 
of the course of study and the methods of instruction so that the chil- 
dren may acquire a reasonable mastery of the subject.. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 411 

IX. GENERAL QUALITY OF WORK. 
1. Standing of Several Schools in All Tests. 

It is often an easy matter for a grade to achieve high standing in 
one school subject while the quality of work in other branches falls 
low. To what extent this is true for the several classes in the St. 
Paul schools is apparent from an examination of Table XXXVIII. In 
this table the schools are listed by number in an order which is not 
alphabetical and the numbers dififer from the numbers given to the 
several schools in the other tables. 

The figures on this table represent the quartiles into which the 
scores for the several grades fall. All classes tested in the city are 
considered in arranging the quartiles. The rankings are made for 
scores in handwriting, spelling, addition, range of vocabulary and un- 
derstanding of sentences. Thus, the 3rd grade in school No. 1 was 
given tests in handwriting, spelling and vocabulary. In the first two 
the class ranks in the 3rd quartile for the city as a whole, but in the 
vocabulary they score up on quartile 1. The 3rd grade in school 2 is 
found in each of the four quartiles. Its standing in understanding of 
sentences is 1 ; in handwriting, 2 ; in spelling, 2 ; and in addition and 
vocabulary, 4. 

2. Superior, Inferior and Mediocre Schools. 

This wide distribution among the several quartiles is not charac- 
teristic of schools in general. In school 22 each of the first three 
grades was given five tests. In the oth grade, they are found ranking 
three times in the 1st quartile and twice in the 2nd quartile. In the 
3rd grade they are four times in the 3rd quartile and once in the 1st, 
the 4th grade is twice in the 2nd, twice in the 3rd, once in the 4th but 
never in the 1st. The 7th grade is once in the 1st, twice in the 2nd, 
once in the 3rd but never in the 4th. The same tendency to constant 
rank of scoring is found in school 21, 5th grade, which, in five chances, 
scored four times in the fourth quartile and once in the third. In 26 
chances in the 6 grades this school scores twelve times in the 4th quar- 
tile, nine times in the 3rd, four times in the 2nd and once in the 1st. 
The very evident facts concerning these two schools are that school 22 
is uniformly superior in its product. A low standing for any grade in 



412 REPORT OF SCHOOL SURVEY 

any subject is the exception and not the rule. In like manner low 
standing for school 21 is the uniform fact. High grade is an exception 
and probably an accident. No intelligent parent aware of conditions 
prevailing in school 21 would care to commit his child to that school. 
On the other hand it would not be surprising if parents should seek 
out school 22 and change residences in order to get into that district. 

These rankings cannot be taken as fixed to any degree. The ad- 
dition of other schools in some of the tests would change the facts 
somewhat. Nevertheless, it is possible to discern three conditions 
which would in all probability maintain however many other schools 
were considered. (1) There is the class of uniform high rank. Such 
classes are usually in the first and second quartile, occasionally in the 
third, rarely in the fourth. (2) The second group of classes achieve 
median rank, occasionally rising to the first quartile and about as often 
dropping to the fourth, (3) Finally, comes the class of low attain- 
ment which is usually found in the third and fourth quartiles, some- 
times in the second and but rarely in the first. An example of thz 
first group is grade 5 in school 22. The school has apparently served 
this class well. The second group is illustrated by the 5th grade in 
school 30. Such classes are the mediocre product of education. Their 
number is legion and they are found in every city. Improved school 
conditions would make many of them equal in attainment to the 
classes noted in the first group. The last group is exemplified in 
grade 8, school 1. Unless the children of this class are "heavily hand- 
capped by nature" society is serving them poorly. Their condition 
represents a result of school work with which no one can be satisfied. 
Bad economic and moral conditions in the community and the home, 
poorly built and hygienically bad school buildings, ill-adapted courses 
of study, ineffective teaching, whatever the contributing cause may be, 
St. Paul cannot afford to continue conditions producing this sort of re- 
sults. Whatever immediate saving it may achieve, it will pay heavily 
for in individual and social inefficiency in later years. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 



413 



TABLE XXXVIII. 

Quartile Rankings of All Schools in Handwriting, Spelling, Addition, 
Vocabulary and Sentence Tests. 



School 



Grade 3 



Grade 4 



n^ 



Sp. Ad. Voc. Sent. 



Hi 



Sp. Ad. Voc. Sent. 



1. 


3 


3 


. . 


1 




3 


3 




3 




2. 


2 


3 


4 


4 


1 


1 


4 


3 


3 


2 


3. 


2 




3 


2 


. , 


3 




3 


4 




4. 


3 






3 


4 


3 


2 




4 


2 


5. 


1 


3 


4 


3 


2 


1 


4 


1 


2 


1 


6. 


3 


4 








3 


3 








7. 


2 


4 


2 




. . 


3 


4 


1 






8. 


1 


4 




. . 


. . 


2 


4 


, 


. . 




9. 


; 4 


2 




2 


3 


3 


3 


. 


2 


2 


10. 




3 










2 


• 


•• 




11. 


2 


2 




1 


2 


1 


3 


1 


2 


2 


12. 


3 




4 


. . 




4 




3 




. . 


13. 


2 


2 


2 




1 


3 


2 


2 




2 


14. 


1 


1 


2 


2 


3 


2 


2 


3 


3 


1 


15. 
16. 


2 
3 


3 
2 


2 


. . 


• • 


2 
2 


3 
1 






" ' 


17. 


2 


2 




3 


4 


1 


4 




4 


3 


18. 


1 


1 






. . 


3 


1 




. . 




19. 


3 


3 




2 


3 


2 


4 




1 


3 


20. 


2 


3 


•• 






2 


2 


. 






21. 


4 


2 


2 


3 


3 


4 


3 


2 


4 


1 


22. 


2 


2 


2 


2 


1 


2 


2 


3 


4 


3 


23. 


3 




, , 






3 


. . 


. 




. . 


24. 


1 


1 


, , 


2 


1 


3 


1 




1 


2 


25. 


2 


3 


, , 


, , 


, , 


2 


2 




, , 





414 



REPORT OF SCHOOL SURVEY 



TABLE XXXVIII— Continued. 



School 




Grade 3 










Grade 4 








Hw. 


Sp. 


Ad. 


Voc. 


Sent. 


Hw. 


Sp. 


Ad. 


Voc. 


Sent. 


26. 


4 




2 




3 


3 




3 




1 


27. 


2 


2 


3 


, . 


. , 


1 


2 


2 




, , 


28. 


2 


2 


3 


4 


4 


2 


2 


1 


3 


3 


29. 




. . 












, , 






30. 


2 


3 


2 


4 


1 


1 


3 


2 


1 


4 


31. 


3 


3 


2 


4 


3 


3 


4 


1 


4 


1 


32. 


2 


2 




1 


1 


1 


3 




1 


3 


33. 


. . 


4 


1 


4 


2 




3 


2 


2 


1 


34. 


. . 


4 


4 




, , 






4 






35. 


2 


3 








2 


3 








36. 


3 


3 








2 


3 








37. 


2 


3 




. . 


, , 


3 


2 


, , 


, , 


, , 


38. 


4 


3 




2 


3 


3 


3 




1 


3 


39. 




4 




1 


2 


2 


2 


1 


1 


4 


40. 


3 


1 








2 


1 








41. 


4 




4 


4 


4 


4 


2 


3 


3 


4 


42. 


1 


4 




. . 




3 


3 


. , 


. , 




43. 


2 


2 


3 


. , 




1 


1 


3 


, , 


, . 


44. 


4 


. , 




, . 


, , 


4 


, , 






, . 


45. 


3 


2 


3 


3 


1 


4 


2 


2 


4 


3 


46. 


4 


2 








4 


2 








47. 


4 


3 


, , 


, , 


, , 


3 








, ^ 


48. 


1 


. . 


. . 


, , 


. . 


4 


, . 


, , 


, , 


, , 


49. 


1 


1 


. , 


. . 


. , 


1 


1 


. . 


. , 




50. 


2 


1 


1 


3 


3 


1 


2 


4 


1 


4 



MEASUEEMENT OF CHILDREN'S ACHIEVEMENTS 



415 



TABLE XXXVIII— Continued. 



School 




Grade 5 










Grade 6 








Hw. 


Sp. 


Ad. 


Voc. 


Sent. 


Hw. 


Sp. 


Ad. 


Voc. 


Sent. 


1. 


4 


2 




2 




3 


4 




2 




2. 


1 


4 


2 


4 


3 


1 


4 


4 


4 


1 


3. 


1 


4 


2 


3 


. . 


1 


4 


1 


2 




4. 


3 


4 




3 


4 


4 


4 




3 


4 


5. 


1 


2 


1 


4 


4 


2 


1 




3 


4 


6. 


4 


3 








4 


3 


3 


.. 




7. 


3 


3 


3 


. . 


. , 


3 


4 


3 






8. 


. . 








, . 


. . 






. . 




9. 


4 


2 


. . 


2 


3 


4 


3 




4 


2 


10. 




2 


•• 








1 








11. 


2 


4 


3 


1 


4 


1 


2 


2 


2 


4 


12. 


2 


3 


4 


. . 


. . 


4 


. . 


2 






13. 


3 


2 


1 


3 


1 


2 


1 


1 


4 


2 


14. 


1 


1 


2 


4 


2 


2 


3 


3 


4 


4 


15. 


2 


3 




•• 




4 


3 








16. 


4 


1 








3 


4 


4 






17. 


2 


3 




3 


. , 


1 


1 


. . 




1 


18. 


2 


1 




. . 


. . 


2 


. . 


. . 






19. 


3 


2 




4 


2 


2 


1 


. . 


3 


1 


20. 


2 


4 




•• 






•• 








21. 


4 


3 


4 


4 


4 


4 


3 


3 


4 


3 


22. 


2 


1 


1 


2 


1 


2 


1 




1 




23. 


2 




. . 


. . 


, . 


4 


, . 




. . 


. . 


24. 


2 




, , 


2 


1 


3 


3 




2 


1 


25. 


1 


2 




•• 




1 


3 








26. 


4 




1 




2 


2 




2 




3 


27. 


. . 


, . 


, , 


, , 


. , 


. . 


. , 


. . 




. . 


28. 


1 


2 


2 


1 


3 


1 


2 


2 


3 


3 


29. 


, . 


4 


. . 


. , 






2 








30. 


2 


1 


3 


1 


1 


3 


2 


3 


1 


2 



416 REPORT OF SCHOOL SURVEY 



TABLE XXXVIII— Continued. 



School 




Grade 5 










Grade 6 








Hw. 


Sp. 


Ad. 


Voc. 


Sent. 


Hw. 


Sp. 


Ad. 


Voc. 


Sent. 


31. 


2 


4 


1 


2 


1 


1 


1 


2 


3 


3 


32. 


1 


1 




1 


3 


1 


3 




2 


3 


33. 


. . 


3 


4 


2 


1 


. . 


2 


1 


' 1 


1 


34. 






4 


, . 


. . 


. , 




. . 


. . 




35. 


1 


2. 








. . 


. . 






. . 


36. 


•• 


3 








3 


4 








37. 


2 


3 








2 


2 








38. 


4 


1 


. . 


2 


3 


2 


1 


. . 


1 


:.{ 


39. 


1 


2 




2 


4 


1 


1 


. . 


2 


3 


40. 


3 


4 


2 






3 


3 


3 






41. 




2 










1 








42. 


2 


2 


. . 




. . 


2 


2 


. . 




. , 


43. 


3 


^ 1 






, . 


. . 




. . 


. . 




44, 


4 


. , 




, . 




3 










45. 


4 


3 


2 


2 


4 


2 


4 


1 


2 


4 


46. 


4 


2 








3 


2 








47. 


4 




. . 


. . 


. , 


4 


, . 


, . 


. . 




48. 


1 


. . 


. . 


, . 


. . 


1 


. . 


. . 


. . 


. . 


49. 


2 


2 






3 


2 


1 









50. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 417 



TABLE XXXVIII—Continued. 



School 




G 


rade7 










Grade 


8 




Hw. 


Sp. 




Ad. 


Voc. 


Sent. 


Hw. 


Sp. 


Ad. 


Voc. 


Sent. 


1. 4 


4 






3 




4 


4 


4 


4 




2. 3 


3 




3 


4 




2 


3 


2 


4 


. . 


3. 1 


3 




4 


1 




2 


. . 


4 


1 




4. 3 


4 






3 


4 


2 


3 




2 


4 


5. 2 


4 




1 


3 


2 


2 


3 


2 


2 


4 


6. 3 


3 




3 






4 


2 


2 






7. 4 


3 




3 














, , 


8. 






2 

















10. 



11. 


2 


1 


3 


1 


4 


1 


4 


2 


2 


4 


12. 


3 




2 


. . 




4 




2 


. . 




13. 


2 


2 


1 


2 


1 


3 


2 


2 


3 


1 


14. 


3 


1 


4 


4 


2 


1 


1 


3 


4 


3 


15. 


1 


3 


















16. 


3 


1 


3 
















17. 


2 


2 




3 


1 


2 


. . 




, , 


4 


18. 


3 


1 


. . 






1 


2 


, , 


. , 


. , 


19. 


3 


3 




2 


2 


1 


3 


, , 


2 


4 


20. 






















21. 


2 


4 


4 


4 


3 




3 








22. 


2 


2 


3 


1 




3 


3 


1 


1 


1 


23. 


3 


, . 


. , 


. , 


, . 


2 




, , 


, , 


, , 


24. 


4 


. . 


, , 


2 


1 


3 


2 


^ , 


2 


2 


25. 


1 




•• 






•• 




•• 






26. 


4 




3 




4 


2 




2 




3 


27. 






. . 


, , 


, , 


, . 










28. 


3 


3 


3 


1 


3 


2 


1 


2 


2 


4 


29. 






. . 


, , 




, , 


, , 


.. 






30. 


2 


1 


2 


2 


1 


3 


1 


2 


1 


3 



418 



REPOET OF SCHOOL SURVEY 



TABLE XXXVIII— Continued. 

School Grade 7 Grade 8 

Hw. Sp. Ad. Voc. Sent. Hw. Sp. Ad. Voc. Sent. 

332 24311 

..2 4 2 1 .... 2 

131 ..4221 



31. 


2 


4 


32. 


2 


1 


33. 




1 


34. 






35. 






36. 


3 


2 


37. 


2 


2 


38. 


3 


3 


39. 


2 


1 


40. 


4 


4 


41. 


3 


2 


42. 




4 


43. 






44. 


2 




45. 


1 


2 


46. 


3 


3 


47 


4 




48. 


1 




49. 


1 


2 


50. 


4 


2 



2 2 



1 3 



MEASUREMENT OP CHILDREN^ ACHIEVEMENTS 419 



TABLE XXXIX. 

Composite Quartile Rankings for All Grades of Each School. 

Quartiles 
12 3 4 



1 1 

2 5 

3 6 

4 

6 8 

6 

7 1 

8 1 

9 

10 1 

11 8 

12 

13 8 

14 8 

15 1 

16 3 

17 5 

18 : 6 

19 4 

20 

21 1 

22 10 

23 

24 8 

25 3 





7 


8 


5 


8 


10 


5 


5 


5 


4 


9 


10 


9 


5 


w 

i 


2 


9 


4 


2 


8 


4 


2 




2 


8 


6 


9 


2 


1 




12 


3 


6 


4 


3 


5 


14 


5 


1 


8 


8 


6 


3 


5 


1 


3 


4 


3 


6 


5 


4 


3 


2 




8 


9 


3 


4 


1 


1 


4 


9 


12 


11 


5 


1 


2 


3 


1 


9 


4 


1 


4 


2 


^ , 



420 

REPORT OF SCHOOL SURVEY 



TABLE XXXIX-Continued. 



26 ^ 

'' ::::;:::;::::: ; 

28 ; 

29 ' 

'' ::::::::::::;:: n 

31 o 

II-- •••■•■■.■.■: 10 

s!:::::: '« 

35 :::::::::::: 'i 

36 

''■■■■■ .:::::::::::: 

38 g 

'' :;::::::::::::; lo 

'' 2 

^1 ••- 1 

^^••••^ 1 

43 3 

44 ...... ... 

^' ;;*■;:::;::::::::::: ^ 

46 

47 ......... 

4«-- ;:::::::;::::::::;:; ^ 

49 ^ 

60 """ y 



Quartiles 



6 


6 


4 


4 


1 




11 


10 


3 


1 


. . 


I 


10 


7 


2 


7 


9 


6 


7 


5 


1 


7 


3 


4 

4 


3 


2 




2 


6 


1 


8 


3 




6 


10 


2 


8 


1 


4 


3 


6 


.5 


7 


7 


6 


4 


2 


3 


2 


3 




1 


1 


4 


11 


7 


7 


5 


4 


.{ 




2 


5 


1 


. . 


1 


6 


1 


^ ^ 


8 


8 


a 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 421 

X. SUMMARY AND RECOMMENDATIONS. 
1. Spelling. 

a. Children in grades 3 to 8 in 53 schools were tested by means 
of the Ayres measuring scale for ability in spelling. 

b. In general, St. Paul scores are slightly below the marks for 
corresponding grades in 84 cities distributed throughout the country. 

c. An unsatisfactory condition in regard to spelling is the wide 
variation in the quality of work in the poorer and better schools. 

d. This variation exists not only among the different classes of 
the same grade in different buildings but also among the individuals 
of any single class. Thus in the 5A grade of one building there are 
children who have 8th grade spelling ability who are classed with 
other children whose ability is only that of the second grade. 

e. In every school in St. Paul attention should be given to im- 
proving the spelling work. In some cases the entire school needs to 
improve ; in other cases single classes need help ; in still other cases in- 
dividual children should be given personal attention. 

f. In each school the children could with profit be reclassified for 
instruction in spelling on the basis of their ability to spell. After such 
re-classifiation provision should be made by which they may be pro- 
moted from level to level as their ability to spell increases. 

g. Children whose spelling attainments are satisfactory should 
be released from further practice on condition that the spelling in their 
papers is correct. 

h. In order to secure the most satisfactory results the course of 
study in spelling should be arranged so that those words of most fre- 
quent occurrence in English writing should be given first place. 



2. Arithmetic. 

a. 6,684 children in grades 3 to 8 in 49 schools were tested in the 
fundamentals of arithmetic by means of Woody scales. 

b. The medians for the St. Paul schools are superior to the 
Woody norms in subtraction for all grades excepting the third, in 5th 
grade addition, and in 8th grade multiplication. In all other cases the 
St. Paul schools fall short of the Woody standards. The most seri- 
ous deficiency is in addition, where, in grades 3, 4, 6, 7 and 8 the St. 
Paul schools are a half-grade lower than they should be. 



423 REPORT OF SCHOOL SURVEY 

c. The range in scores from the poorest to the best schools is 
considerable. In some cases a class of a particular grade scores no 
better than the classes two or three school grades below. 

d. In the same class there are often ranges of ability as great as 
five grades. In the 5A grade, for instance, there are children who are 
as low as the 3rd grade median and other children who do as well as 
the 8th grade standard. 

e. In almost all the St. Paul schools attention should be given t J 
improving the work in the fundamentals of arithmetic. No arithme- 
tical function is so important for children to acquire as the power to 
add, and deficiency in this respect will not be compensated for by a 
wide range of attainments in other arithmetical functions. 

f. In order to enable each pupil to improve according to his abil- 
ity methods of practice should be devised so that children may prac- 
tice at frequent intervals on problems of the proper difficulty. 

g. Standards of achievement for the several grades in each of the 
fundamentals should be set by the school authorities. 

h. Work should be frequently measured by tests of known diffi- 
culty. 

i. While effort should be made to develop skill in the funda- 
mentals of arithmetic its possession should not be over-emphasized in 
grade promotions. 

3. Handwriting. 

a. 7142 children in 46 schools were tested in speed and quality of 
handwriting. 

b. As compared with the children of other cities the St. Paul 
children write somewhat more slowly but distinctly better. There is 
a wide range of quality and speed in the handwriting of children in 
different schools but in many grades there is the same sort of varia- 
bility that is found in the case of spelling, arithmetic and reading. 
Continued attention to practice in handwriting should be given with 
special emphasis upon the needs of deficient classes and deficient chil- 
dren who fall short of the median quality and speed. 

c. Many schools should make a better adjustment of rate and 
quality of work. Both are important ; neither should be neglected. 

4. Reading. 

a. Reading tests were given to 3,536 children in grades 1 to 8 in 
24 elementary schools and to 1,534 students in the four high schools. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 423 

b. Children in the first and second grades of St. Paul are less 
familiar with the commonest words in the primer than are the children 
in other schools. 

c. In grades 3 to 8 of the St. Paul schools the children read as 
well or better than do the children in similar grades in other schools. 
This fact is evident both in the range of vocabulary and in the under- 
standing of sentences. There is a fair increase in the city scores from 
grade to grade. 

d. The reading ability of many of the elementary school children 
is not sufficient to enable them to read with ease the books they must 
study in their regular school subjects. • 

e. As in the case of spelling and arithmetic, there is the same 
wide variation in reading ability among classes of the same grade des- 
ignation. The difference is often as much as six half-grades. Thus 
one 5A class is of 3A ability and another scores practically as high as 
the median 6A class. 

f. The reading attainment of many of the high school students 
is not sufficient to enable them to pursue with ease the reading they 
must do in their high school subjects. 

g. Continued emphasis should be placed upon the teaching of 
silent reading in all grades including the high school. No result of 
education is so important at any level as the power to interpret printed 
symbols. 

h. Attention should be given to the improvement of attainment 
in visual vocabulary in grades 1 and 2. 

i. Reading attainment should be given increased recognition as 
a basis of promotion. 

j. The tests here reported cover only two of the several factors 
in reading achievement. Continued and varied tests should be given 
by the teaching and supervisory corps in range of vocabulary, under- 
standing of sentences, oral reading, speed of reading, power of repro- 
duction and other functions. 

k. Proper standards of achievement in these several functions 
should be set for each grade and tests should be frequently made by 
teachers and supervisors to determine if these standards are being 
made. 

5. Grammar. 

a. Tests in grammar were given to 1,001 children in grades 8B 
and 555 children in grades 8A in 19 schools. The questions evaluated 
by Buckingham for testing in the New York city schools were used. 



424 REPORT OF SCHOOL SURVEY 

b. Compared with the returns from 20 cities, distributed 
throughout the country, the St. Paul children are deficient in their 
knowledge of grammatical facts. They are likewise deficient as com- 
pared with children of similar grade standing in the New York city 
schools. 

c. It is a debatable question whether technical English gram- 
mar should be given any considerable attention in the elementary 
grades. If St. Paul is to continue to teach grammar in the grades 
where it is now taught, radical changes in method should be made so 
that children may obtain a fair mastery of the fundamentals of the 
subject. Otherwise the teaching of grammar should be abandoned. 

6. General Summary and Recommendations. 

a. The median achievements of children in the St. Paul schools 
approximate the average attainments of children in schools through- 
out the country. In some subjects they excell; in others they are in- 
ferior. 

b. Average work does not represent a desirable ideal, however, 
and the St. Paul schools should strive to improve their product. Some 
improvement can be made in practically every school subject in ever}' 
grade in every school by expert attention to the problems of teaching, 
supervision, and administration. In some cases the possible improve- 
ment is very great. 

c. Each teacher in the city should have access to the results of 
the tests herein reported in order that she may clearly understand the 
exact condition of her class. 

' d. Each teacher should learn how to use objective tests with her 
own class, and children should be made aware of their relative stand- 
ings and of their own increases of attainment from time to time. 

e. From time to time objective tests set by some authority other 
than the principal or teachers should be given throughout the city. 
Each principal and teacher should be made aware of the standing of 
pupils under her charge in such objective tests. 

f. A judicious comparison of the results from one class with the 
results from another class, or the results of one school with the results 
of another school, or a comparison of a school in St. Paul with stand- 
ard scores made in other school cities will have a clarifying and stim- 
ulating eflfect. 

g. It is much more important, however, that children should be 
made aware in definite and objective terms of their own specific abili- 
ties in school functions. They should also be shown the results of 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 425 

their own practice so that they may understand the amount and rate of 
their own improvement. 

7. A Bureau of Educational Research. 

In order most effectively to improve the work in spelling, read- 
ing, writing, arithmetic and grammar, the subjects measured in these 
tests, there should be established, in connection with the schools, a 
bureau of research. The function of this bureau should be to make 
statistical and other studies of the immediate educational problems 
confronting the schools of St. Paul. This bureau should be under the 
supervision of a director, adequately trained in methods of statistical, 
psychological and educational research. It should be provided with 
adequate appropriations for clerical, stenographic and other assist- 
ance and for the purchase of such materials as may be found neces- 
sary.^ 

The director of this bureau should have the rank of an assistant 
superintendent, and should have power, in co-operation with the su- 
perintendent, to prescribe educational tests throughout the city and to 
collect needed data from the schools. In co-operation with the super- 
intendent, the director of the bureau should have power to call meet- 
ings of the teachers, to discuss with them the results of his investiga- 
tions and to recommend such changes in educational procedure as his 



^ Bureaus approximating the type here suggested have been es- 
tablished with varying designations in a number of American cities. 
Chief among the cities are the following, and information concerning 
their activities may be obtained through the persons listed in each 
case. 

City Person 

1. Boston Ballou, F. W. 

2. Cleveland, Ohio Burns, A. T. 

3. Detroit, Mich. Courtis, S. A. 

4. Dubuque, Iowa Anderson, H. W. 

5. Hibbing, Minn. Richardson, J. W. 

6. Kansas City, Mo. Melcher, Geo. 

7. Louisville, Ky. Race, Henrietta V. 

8. New York, N. Y. Clark, Earle 

9. Oakland, Calif. Talbert, W. E. 

10. Rochester, N. Y. O'Hern, J. P. 

11. Rockford, III. Jones, R. G. 



436 REPORT OF SCHOOL SURVEY 

results warrant. He should make annual and other reports to the su- 
perintendent and the results of the work of the bureau should be made 
available in printed form to the teaching corps and to the general pub- 
lic. 

8. Increased and Improved Supervision. 

The results of the tests in the St. Paul schools indicate that there 
should be an increase in the amount and quality of supervision. 

There are some classes which do a satisfactory quality of work in 
certain subjects. At the same time many of the grades which do good 
work in reading or handwriting do poor work in spelling or arithme- 
tic. Even in the superior classes there are individuals in need of spe- 
cial assistance. It is a much more serious fact that there are classes 
and schools doing an inferior grade of work in a number of school 
subjects. 

The causes for deficient attainments are not apparent in the re- 
sults of the tests, but it is perfectly certain that these results are not 
accidental. Causes which can readily be discovered operate to pro- 
duce whatever results a class or a child attains, and if teachers are to 
meet intelligently the problems of instruction it is necessary that these 
causes should be made apparent. Some among many possible causes 
which modify the learning of the children are the mentality of the 
pupils, the economic and social conditions of the home, the classifica- 
tion of the pupils, the course of study and the method of instruction. 
To discover which, among many possible causes, is the one to which 
attention should be given is not an easy matter and often demands the 
most expert knowledge and training possible. The teacher who has 
had only the ordinary training and experience is usually not fitted to 
make adequate investigation although she may very well carry out the 
treatment when once an adequate diagnosis and prescription have 
been made. To supplement the teacher's powers with such expert 
knowledge and skill is the business of supervision. 

By an increase in the quantity of supervision is meant the em- 
ployment of a sufificient number of supervisory assistants so that per- 
sonal expert attention may be given to any school or class in the city 
where and when the need becomes apparent. By an increase in the 
quality of supervision is meant a more detailed, a more scientific study 
of the teaching problems confronting any teacher so that the best that 
is known anywhere in the world about educational and psychological 
science may be brought to bear upon the specific learning diflficulties 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 427 

confronting the children of the St. Paul schools. This is not more 
than every intelligent parent desires for his own child. It is not more 
than a democratic society must secure for all its children if its long 
time boast of equal opportunities for all is to be a fact. 



MEASUREMENTS OF ABILITY IN THE ENGLISH 
LANGUAGE. 

The Importance of Language. 

From a practical point of view, English is probably the most im- 
portant subject in the curriculum of the public schools of our country. 
Recitations in arithmetic, geography, history, algebra, and all other 
subjects, with the possible exception of modern language classes, are 
conducted in the English language. The English language is the 
medium of communication not only between teachers and pupils but 
also in a great majority of cases between pupils and the world outside 
the school. In so far as the schools fail in their efforts to give the 
child a ready command of the language tool, the work in other sub- 
jects will not be as effective as it should be, and the child will leave the 
school with a handicap which it will be difficult for him to overcome. 

Because of the peculiar relation which language bears to other 
subjects, it is probably the best single index of the general results of 
instruction. The child who has the greatest facility in language is 
best equipped to understand the text-books and the explanations of 
teachers in subjects other than language, and is also more likely to 
impress teachers that he is intelligent regarding the lessons assigned. 
Students of primitive peoples are said to judge the stage of mental 
development a tribe has reached partly on the basis of the complexity 
of their language. The more complex a civilization becomes the more 
necessity there is for careful discrimination between the various 
shades of meaning contained in language symbols. To a certain ex- 
tent, likewise, the degree of school training a given individual has ac- 
quired is indicated in part by the amount of refinement and ability he 
shows in dealing with language symbols. 

Language Ability. 

Without attempting to make an accurate and scientific analysis 
of language ability, one may state briefly that such ability must in- 



428 REPORT OF SCHOOL SURVEY 

elude at least two elements; (1) ability to translate certain arbitrary 
symbols ; words seen or heard, into thoughts and feelings having sig- 
nificant meanings for the individual who sees the writing or hears the 
words spoken; (2) ability to translate one's own ideas or feelings into . 
such arbitrary symbols as will cause other individuals to think and I 
feel in the same way. In other words, one must have ability to under- 
stand what others say and to make others understand what he says in 
order to be classified as a person of ability in language. Language 
itself is either spoken or written, for printing may be considered a 
special form of written language. 

For several reasons it has been impossible to measure the effi- 
ciency of St. Paul's public school pupils in oral language. As yet no 
convenient method of recording the speech of children accurately and 
inexpensively has been devised. It Avould probably be possible to 
devise a test for measuring the ability of pupils to follow oral direc- 
tions, but that type of measurement has not as yet been sufficiently 
well standardized to make it valuable. The two language tests used 
in St. Paul were both of the sort involving visual symbols rather than 
oral, printed and written words rather than spoken language. Meas- 
uring scales for this type of work were already available, had been 
used extensively in other school systems and offered a permanent rec- 
ord of each child's work, which could be taken in a comparatively 
short time, at a small cost and in large quantities, and which could be 
preserved for careful study and analysis. 

As a measure of ability to understand printed words and phrases, 
a test which involves more than mere recognition of words was used. 
The completion test requires not only that the child know the words 
that are present on the page, but that he also know what words are 
commonly associated with them, and that he exercise judgment and 
"language sense" in supplying the words which should appear.* In 
short, the child is required by this test not only to read what is printed 
but also to show that he has thought about and understands thor- 
oughly what he has read. As a measure of their ability to express 
their own ideas and feelings in such form as to make other people feel 
and thing in the same way, the pupils were asked to write a composi- 
tion upon a topic which seemed to afiford a maximum of opportunity 
for imagination and experience and for employing skill in writing. 



* Samples of scales of this sort are shown on pages 431, 432, 433, 
435. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 429 

The Pupils Tested. 

Not all the pupils in the St .Paul public schools were measured by 
the language tests. The cost in time and money of measuring every 
child in the schools of such a city would be enormous, and the results 
of such a series of measurements would vary hardly at all from the 
results obtained by measuring a few hundred chosen at random. 2,945 
compositions were measured and 4,446 completion-test language scale 
papers were graded as a basis for the reports contained in the follow- 
ing paragraphs. These papers were furnished by more than 4,809 
pupils in forty-eight different elementary schools and by about 1,300 
pupils in the four high schools. All types of schools and social con- 
ditions were represented among the pupils tested, and it is not prob- 
able that the general result would be changed materially by testing 
additional thousands of pupils. 

In so far as possible only children in the more advanced or A sec- 
tion of classes were measured. Since all the tests were given during 
the week of January 29th, immediately following the mid^year promo- 
tions, the scores of any given class represent the degree of achieve- 
ment gained by the time pupils are half way through the grade. For 
example, a pupil just promoted to 5A is a sample of what the school 
has done for pupils by the time they have completed half of the 5th 
grade. 

A few papers written were not used because pupils had neglected 
to record their ages. The elimination of such papers does not change 
the general result, unless it be that those pupils who did not under- 
stand and follow the direction to record their ages were more stupid 
than their fellows, in which case the general result here reported is 
slightly higher than it would have been had the total number of 
papers been used. On the whole,however, there seem to be no reasons 
for considering that the scores reported here are not an absolutely fair 
and representative sampling of the entire St. Paul school system. 

In the high schools, the same pupils took both the composition 
test and the completion test, while in the elementary schools a class 
was giveri either the one or the other. The completion-tests were 
given in all elementary grades from the second to the eighth, inclusive, 
while the composition tests were given in grades four to eight, inclu- 
sive. In any elementary school building, the odd numbered grades 
were given one test while the even numbered grades were given the 
other. For example, the third, fifth and seventh grades were given 
the completion test in the buildings in which the composition test was 
given to the fourth, sixth and eighth grades. Whether a certain 



430 REPORIT OF SCHOOL SURVEY 

building should have composition tests given in the odd or even num- 
bered grades was determined beforehand by tossing a coin. These 
devices were all for the purpose of insuring a perfectly random selec- 
tion of results was being obtained. 

Measuting Scales. 

Before describing further the methods used in making these tests 
it seems desirable to call attention to the fact that the scales used are 
not intended to serve as teaching devices. Objection is occasionally 
made to some of the scales used in educational measurements on the 
ground that they are not the type of thing the schools undertake to 
teach. In the case of the two scales for language used in St. Paul, it 
seems quite clear that no intelligent teacher would attempt to use 
either of them in the class-room as an instrument of instruction. Such 
a procedure would remind one very much of trying to use a yard-stick 
to make one's self grow taller. The type of instrument used to meas- 
ure either mental or physical growth will usually be quite different 
from the means used to secure that growth. Our measuring instru- 
ments are intended merely to reveal results without influencing them 
one way or another. 

A rather detailed explanation of the administration and scoring of 
the tests is given here in order that it may be perfectly clear just how 
one might proceed if he wished to repeat the measurements. The 
mere discovery that such and such results were being obtained on the 
first of February, 1917, is of little consequence compared with the pos- 
sibility of measuring the same grades again at a later date and discov- 
ering what progress has been made. The careful use of standard 
tests as a means of measuring improvement promises to become one 
of our most accurate methods for determining the comparative values 
of various methods of teaching. 

The Language Completion Tests. 

The language completion tests used in the elementary grades con- 
sisted of sheets on each of which ten sentences were printed. In each 
sentence one or more words were omitted. The difficulty of each 
sentence is definitely known from tests that have been made on thou- 
sands of children elsewhere, and the sentences are so arranged on each 
sheet that each additional sentence completed by the child means over- 
coming just one additional unit of difficulty, — hence the name "scale." 
Language Scale B, one of the four used in the elementary grades at 
St. Paul, is reproduced below : 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 431 

Write only one word on each blank 

Time Limit : Seven minutes Name 

Grade 

Age on last birthday 



LANGUAGE SCALE B. 

1. We like good boys girls. 

2. The is barking at the cat. 

3. The stars and the will shine tonight. 

4. Time often more valuable money. 

5. The poor baby as if it were sick. 

6. She if she will. 

7. Brothers and sisters always to help 

other should quarrel. 

8 weather usually a good effect 

one's spirits. 

9. It is very annoying to tooth-ache, 

often comes at the most time imag- 
inable. 

10. To friends is always the 

it takes. 

Language Scales C, D and E were each used as substitutes or 
equivalents of Scale B in some buildings. These other scales contain 
sentences, which, though different in content, are at each step of prac- 
tically the same difficulty as the sentences contained in the scale 
shown above, — that is, sentence No. 7 on Scale C is just as difficult as 
sentence No. 7 on Scale B, Scale D or Scale E. A score of 9 points on 
one of these scales means practically the same ability as the same 
score would mean on another. 

At this point it is worth while to point out that a child's score on 
one of these language scales is not a satisfactory and conclusive meas- 
ure of the child's ability. At any particular time, for example on the 
day these tests are made, a given child may be suffering from some 
illness which causes him to do more poorly than he would under ordi- 
nary conditions. On the other hand, some recent experience may 
cause a given child to do better work on this test than he would do 
under ordinary circumstances. Such cases tend to balance each other 
when a class is measured, however, so that one measurement of a class 
is a fairly satisfactory index of their collective ability. 



432 REPORT OF SCHOOL SURVEY 



In i^iving these tests to second grade pupils the following short 
introductory sheet was distributed and explained before the scale- itself 
was shown or the directions given : 

Completion-Test Language Scales 

PRACTICE SHEET FOR SMALL CHILDREN. 

Two and two are 

A boy is little, but a man is 

The boy has book. 

Girls and boys can run pla}'- 

Individual attention was given to each pupil in filling out this in- 
troductory sheet, so that no pupil would fail to understand what to do 
in the real test given later. In some cases the examiner himself would 
write the proper word in the blank for a child who seemed slow in 
grasping the idea of the test. As soon as a child had finished the 
practice sheet, he was asked to turn it over, write his name, grade and 
age on the back and hand it to the examiner. This made it possible 
for any questions as to grade, spelling of names, or age at last birth- 
day to be answered before the real test began. 

As soon as each child in a second grade room understood the prac- 
tice test, or immediately upon entering a higher grade room, the ex- 
aminer passed out to each pupil a copy of the language scale with the 
printed side downward. The pupils were asked not to turn the papers 
over to look at the printed side until told to do so. Each child then 
recorded his name on his paper, with his age (at last birthday) and his 
school grade. When this information had been recorded by each 
child, the examiner exhibited to the class a copy of the test sheet and 
made the following explanations : 

"You will find on the printed side of your sheet, when I tell 

you to turn it over, some sentences which are not quite complete. 

There are blank spaces in each sentence. I wish you to write one 

word on each blank, in each case selecting the word which makes 

the best sense. You may have seven minutes in which to do the 

work. Are there any questions?" 

Any questions a child might care to ask were answered briefly. 
The examiner then continued the directions: 

"Remember that you are to write only one word on each 
blank. If you are all ready, you may turn your papers and fill the 
blanks." 



1^ 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 433 

At the end of exactly seven minutes, the command was given to 
stop writing and lay aside the papers. The papers were then collected 
and bound in a bundle, together with a Test Record Sheet which had 
been filled out by the teacher and the examiner while the children 
were at work. 



TEST RECORD SHEET. 

To be filled out by the teacher 

City School 

Grade No. of pupils enrolled 

No. of pupils taking test Date of test 

Names of pupils who for any reason may not do themselves jus- 
tice in this test. (Illness, late entrance, or other causes.) 
Name Cause 



Remarks about the class as a whole, 



Name of Teacher Room No. 



To be filled out by the examiner 

Name of test 

Time allowed Test began at closed at. 

Special conditions , 

Name of examiner 



A test of the same general character but of quite different diffi- 
culty was given in the high schools. The scales used in the high 
school classes contain no very easily completed sentences, are com- 
posed of only seven sentences instead of ten, and require but five min- 
utes time. The relation of the difficulty of the scales used in high 
school to the difficulty of the scales used in elementary school tests is 
shown fairly well in Figure 1. 



434 



EEPOET OF SCHOOL SURVEY 



> 

o 

Q 



Q 







rig.i 


fpa^ 


'8V) 




Comparatiue Difficutinj 




01 Lauquaqeicaler 


lU 


I B aTid L 


13 


12- 


• 






L 


01 


11- 


B . 

to 


7 


rs 




t 




bJO 










c 












10- 


■ 




.6 

5 


c 






9 ' 




.1-1 




I 


r 




en 










(U 










o 


9- 


■ 






(U 










-*-> 






fi 


3 


c 




< 


t ( 




<u 










C/i 


8- 


- 






biO 










c 






7 


z 






( 


) 1 




'-t-J 










(U 










"a 


7- 


- 


c 




E 
o 




4 


M 


O 






_ 


If 



5- 






1 



3- - (» 



2- • (>' 



fQ 



O-B. cS 

It will be observed that the easiest sentence in Scale L is harder 
than the sixth sentence of Scale B. It will be observed further that 
the differences in difficulty between the sentences in Scale L are 
smaller than the differences in difficulty between the sentences of Scale 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 435 

B. The most difficult sentence in Scale L is, however, very little 
more difficult than the hardest sentence of Scale B. 

Write only one word on each blank 

Time Limit : Five minutes Name 

Grade 

Age on last birthday 



LANGUAGE SCALE L. 

1. Children are rule not easily win friends. 

2. Plenty exercise and . air 

healthy and girls. 

3. In , to maintain health, one should have 

nourishing 

4 happiness can not be with money. 

5. One's do , always express his thought. 

6. To to wait, after having ,. . to go 

, very annoying. 

7. It is sometimes to between two 

of action. 

8. One can do his at one 

while of another. 

Language Scale M, which was substituted for Scale L in two of 
the high schools, is at practically every point equivalent to L in diffi- 
culty. The same directions were used in administering these tests in 
high school classes as were used for Scales B, C, D and E in the ele- 
mentary schools, except that the time limit was five minutes instead of 
seven. 

The tests were scored by the examiners who had been engaged in 
giving the tests. Great care was taken to score each sentence exactly 
according to the plan suggested by the author of the tests.* In gen- 
eral this scheme of scoring gives two points credit for each correctly 
completed sentence and one point credit for each sentence complete 
with poorly chosen words or with only a slight language error. For 



* M. R. Trabue, Completion-Test Language Scales. Teachers 
College Contributions to Education, No. 77, 1916, N. Y. The Appen- 
dix of this monograph contains the detailed scoring scheme for each 
sentence. 



436 REPOET OF SCHOOL SURVEY 

example, the third sentence of Scale B is marked 2 if it reads "The 
stars and the moon will shine tonight ;" it is given only 1 credit, how- 
ever, if it reads "The stars and lights will shine tonight;" and it is 
scored if it reads "The stars and the sky will shine tonight."" 
Throughout the scoring of these sentences it is the sentence as a whole 
that is considered rather than the number of blanks the child has filled. 
Each child's paper received as a final score the total number of 
points made in the individual sentences. Since there were ten sen- 
tences in each of the scales used in the elementary school classes, it is 
clear that the maximum score any child could receive would be 20 
points, 2 for each sentence. The reader may assume, if he cares to do 
so, that a child making a score of 5 points had completed the first two 
sentences correctly and the third one almost correctly, although it is 
conceivable that a score of 5 points might be made in many other 
ways, — for example, by completing the first sentence correctly and the 
third, fourth and fifth almost correctly. The maximum score a high 
school pupil could obtain in Scale L or scale M would be 16 points. 



The Composition Tests. 

In securing specimens of English composition from elementary 
and high school pupils, the examiners followed a uniform procedure. 
Upon entering the classroom the examiner would ask the teacher to 
provide each pupil with a sheet of the usual composition paper, pen, 
ink and a blotter (if convenient). If the pupils were not accustomed 
to writing with ink, or if no ink was provided for their use, they were 
allowed to write with pencils. The pupils were asked by the exam- 
iner to write at the top of the page their names, their ages (at last 
birthday), and their school grade. The test was then explained as 
follows : 

"I want to find out today how interesting a story you can 
write when you try your very best. You may write on both sides 
of the paper if you wish. I want you to tell me in this composi- 
tion what you would like to do next Saturday. The topic on 
which you are to write is printed on this card. Are there any 
questions?" 

A large card showing the topic, "What I Should Like to Do Next 
Saturday," was placed in the front part of the room in view of the en- 
tire class. Any questions as to what was desired were answered as 



MEASUREMENT OF CHILDREN'S ACHIEVEMiENT 437 

clearly, briefly and pleasantly as possible. The test was then begun 
with the following words : 

"Now we are all ready. You may go to work. Let us see how 
interesting a composition you can write." 

At the end of twenty minutes they were asked to stop writing, if 
there were any children who had not already finished their composi- 
tions. The papers were then collected and bound up, together with 
the Class Test Record Sheet, which the teacher and examiner had 
filled out while the pupils were busy with their compositions. 

The compositions written under the conditions described above 
were scored by the same group of examiners that had collected them. 
The scores were assigned with the Nassau County Supplement of the 
Hillegas Scales * as a reference standard. This reference standard 
consists of ten compositions whose quality or value is known very ac- 
curately. The first composition is of merit, the second is approxi- 
mately one unit better than the first, the third is about one unit better 
than the second, and so on up to the tenth, which is just nine unites 
better than the first composition. A paper is scored by comparing its 
general merit as an English composition with the merit of the compo- 
sitions on the scale and giving it the numerical value of that sample on 
the scale to which it is most nearly equal in merit. 

The Supplement to the Original Scale was used because it does 
not contain any artificial samples such as the first three in the Hille- 
gas Scale itself. The topic of the first seven compositions in the Sup- 
plement is exactly the same as that used in St. Paul, which makes it 
much more easily used than a scale in which the subject changes at 
each step. The final scores calculated from distributions on the Sup- 
plement are directly comparable to the final scores that would be ob- 
tained from distributions on the Hillegas Scale itself, if the distribu- 
tions are accurately made in both cases. 

Two independent judgments were obtained as to the value of each 
of the 2,945 compositions from St. Paul, and if these two judgments 
did not agree a third judge rated the composition. This procedure 



* M. R. Trabue. Supplementing the Hillegas Scale. Teachers' 
College Record, January, 1917, pp. 51-84. 

The original Hillegas Scale is described in a separate monograph 
by M. B. Hillegas: A Scale for the Measurement of Quality in En- 
glish Composition. Published by the Bureau of Publications, Teach- 
ers' College, New York City. 



438 KEPORT OF SCHOOL SURVEY 

seems to be much more satisfactory than accepting one single judg- 
ment as to the vahie of a composition, especially if the judge is not 
well trained in the use of the scale. The value of each composition 
from St. Paul may be considered as fairly well determined, since each 
has been agreed upon by at least two well trained judges. 

In order to give a clear impression of what quality is meant in the 
tabulations that follow when a paper is scored on 1.1 or 7.2, a number 
of compositions written by St. Paul pupils are reproduced below : 



Scored as of Quality 0. Written By a Boy, 11 Years Old, in the Fifth 

Grade. 

I wood lake to go ot see the ice pacle by rice pra t to the no the 
skat ring and ag gond tan to get fant peln to the litten toboben slad 
gong on hash to the hort and lead and going slad to the mar land abd 
gi ti the sprot caveland and going to the skuting to come lake go to the 
shove Saturday night. 

Scored as of Quality ; Actually Somewhere Between and 1.1 in 
Quality. Written By a Boy, 11 Years Old, in the Fourth Grade. 

I like to go to the proute Saturde. 

I was up the roazy syly. 

I saw dan hill an harse brake. 

I sow the habne cow at the proute Saturday. 

the indans nande sout they gun. 

I was sking surtday on the rodgz skingrind. 

I was cald staing they watch to sproute Saturday. 

Scored as of Quality 1.1 ; Actually Somewhere Between 1.1 and 1/9 in 
Quality. Written By a Boy, 10 Years Old, in the Fourth Grade. 

WHAT I SHOULD LHvE TO DO NEXT SATURDAY. 
I would like to go and see the praide. I would like to go to see 
the iceplaics too Ar I should like to go sliding Next Saturday I 
should like to go to the Ramsey St. slide. I would like to go skating 
too I would like to go out to the country too There are big hill out 
there too. 

Scored as of Quality 1.9. Written By a Boy, 10 Years Old, in the 

Fifth Grade. 

Next Saturday i would like to go skating and i would go skiing 
and bild forse go sleding and tobongen Next Saturday to and see the 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 439 

praid and see some the suits and im going to see the great skiers of the 
country and i wold like to dig tunles and make piturys of dogs and 
horese and cow and pigs sleds and wagons and eplefs and bears and 
engines and i going to stuide. 

Scored as of Quality 2.8. Written By a Girl, 10 Years Old, in the 

Fifth Grade. 

I should like to go to the Carnivil, and see the one who is the 
leader and see the Carnivil Queen. I should like to go skating, I 
wold take my hocky stick with me. 

I should like to go to the hill on Cedar Street. I would buy a 
Carnivil suit, and a tibagin, to go sliding. 

I should like to do all these things, but my parents keep me busy. 

Scored as of Quality 3.8. Written By a Boy, 9 Years Old, in the 

Fifth Grade. 

WHAT I SHOULD LIKE TO DO NEXT SATURDAY. 

I should like to go over town next Saturday. 

I should like to go skating. I put on two pair of fur stockings 
then I wouldn't get cold. I would put on my moccasins and have my 
nice time. The I will come home and play with the little children. 
Then I should like to have a sleigh ride. 

Then I should like to go to my cousin's house and play. I will take 
my skates and skate. Then I hope that my cousin will come to my 
house next Saturday. But if my cousin does not come to my house I 
will never play with him again. The I will stay home nearly the 
whole day. Then I will eat my supper and go to bed. 

Scored as of Quality 5.0. Written By a Girl, 12 Years Old, in the 

Eighth Grade. 

WHAT I SHOULD LIKE TO DO NEXT SATURDAY. 

I should like to go up to the Margaret Street Slide in the morning 
and have some slides. It's great fun, unless, you are afraid to go 
down. You most generally hate to go down the first time, but after 
you have gone down once you can't go down enough. It's just the 
place to have fun. 

In the afternoon I should like to go skating or go down town. I 
think skating is great fun. There are a great many rinks for skating, 
but there are also a lot of ponds and lakes where skating is fine. 



440 REPORT OF SCHOOL SURVEY 



i 



Scored as of Quality 6.0. Written By a Girl, 14 Years Old, in the 

Eighth Gtade. 

WHAT I SHOULD LIKE TO DO NEXT SATURDAY. 

I think next Saturday morning I shall like to help my mother witii 
our work at home. After that I will go down town and see some of 
carnival people parading, which I consider lots of fun, and I myself 
would like to skate and take a few toboggan rides. I think that these 
carnival folks certainly have a merry time. 

After a few hours spent down town I will go to my aunties house 
where we will have a nice hot supper. We will then go to see thai 
lovely ice fort, at Rice Park. 

When we come back we will sit around the fire, roasting marh- 
melows, popping pop-corn and telling fairy-tales and stories of the 
former ghosts and witch-craft. Oh, I just love to sit by the fire and 
listen to the wind blowing and howling around the house, whicn 
makes the windows clatter, as if the whole carnival parade were pass- 
ing by. 

Scored as of QuaUty 7.2. Written By a Girl, 17 Years Old, in the 
Fourth Year of High School. 

WHAT I SHOULD LIKE TO DO NEXT SATURDAY. 

Next Saturday, being the day the Saint Paul Carnival will close, I 
would like very much to do something in connection with it. The 
thing that I would be likely to do is to go tobogganing because there i> 
a fine, fast, and long toboggan slide three blocks from where I live. 

I know I would enjoy myself for various reasons. One is because 
I know the slide will be in fine shape on account of this cold weather. 
Then I have had only four slides on it so I "am by no means tired of it. 
It will be something new to me and it just makes the blood tingle in 
my veins to think of going down it about forty miles an hour. 

The slide is sixteen hundred feet long and it is said to be the fast- 
est so I do not like to think of this last chance going by without my 
using it. Next year we might not be so fortunate as having one of the 
best slides in the city situated three blocks from our house. 

Scored as of Quality 8.0. Written By a Girl, 20 Years Old, in the 
Fourth, Year of High School. 

WHAT I SHOULD LIKE TO DO NEXT SATURDAY. 
I should like to be over at Como Park next Saturday to see the 
dog teams come in from their five hundred mile race from Winnipeg 



MEASUREMENT OF CHILDREN'S ACHIEVElVIiENT 441 

to St. Paul. That would be one of the most exciting- and interesting 
events I can imagine. This is one of the longest dog races ever run in 
either Canada or the United States. The men participating in the 
event have shown a great deal of pluck and endurance. One espe- 
cially needs mentioning, Hartman. He is generally known as "Hart- 
man the plucky American". He is a Bostonian by birth. He went to 
Winnepeg to assay a claim or mine. Here he entered the dog derby 
and is attempting to win. All the odds have been against him. Mis- 
fortune has dogged his foot steps ever since he started. But he has 
shown pluck, courage, perseverance and the real American Spirit in 
his efforts to win. And I should say I would like best of all next Sat- 
urday to be out at Como Park to see the dog teams come in with 
"Hartman the Plucky American" in the lead. 

It will be observed that only nine different scores are represented 
in the above compositions. The reference standard upon which the 
compositions were scored contains compositions of ten different quali- 
ties ; 0, 1.1, 1.9, 2.8, 3.8, 5.0, 6.0, 7.2, 8.0 and 9.0. No composition writ- 
ten in the St. Paul public schools was found to be so excellent as to be 
judged nearer to 9.0 than to 8.0 on the scale. The papers reproduced 
above may in some cases have been overestimated or underestimated 
by the three judges who scored them, but the reader will remember 
that it is not claimed in any case that a composition is exactly equal to 
the scale sample on which it is rated. A pupil's composition is merely 
rated as being nearer in quality to one scale sample than to another. 



DISTRIBUTION OF SCORES BY GRADES. 

The distributions which follow show just how many pupils of a 
given age in any particular grade made each possible score. The 
reader will bear in mind that the distribution of results for any given 
grade is not necessarily typical of any particular recitation, section or 
class, although it does represent the actual achievements of children 
who are classified in the particular grade concerned. 

, Table I shows the distribution of Language Scale scored in the 
elementary grades. 



Scale 



C, D and E). 



13 









Total No 


Median 


1 


15 


16 : 


ir 18 


1!) 20 Papers 


Score 


20 
8 
3 








1(5 


5.5 


2 








29;^ 


4.9 


— 








157 


4.8 


34 








31 


4.7 










18 


4.2 


•^ 








515 


4.8 


23 

12 

9 




, , 




22 


7.7 


5 




1 




238 


8.2 


— 








158 


7.5 


52 








64 


6.8 










27 


6.7 


o 




1 




509 


7.8 


26 
24 
11 


1 


, , 




37 


10.2 


4 


1 


2 




205 


10.1 




, , 






141 


9.1 


68 








53 


8.6 










40 


8.2 


4 

19 


2 


2 




476 


9.4 












18 












11 












3 










443-444 





55 



Scliool C.raile and Age of I'upils 



Fifth Grade — 

U years old or yoiiiiger. . . 
]() years old 

11 years old 

12 years old 

i;i years or older 



Total 



TABLE I— Continued. 

DISTRIBUTION OF GRADES. 

Language Scale Scores in St. Paul Public Elementary (Completion Test Language Scales B, C, D and E). 

January, 1917. 

12 3 4 5 G 7 8 9 10 11 12 13 14 1-^ IC i: is 



1 

i:; 

6 

11 
G 



23 
15 
19 
11 



19 
8 
4 
1 



34 

19 

4 



15 



14 



37 



30 



70 



37 



1 
20 



2 
34 



1 

18 

9 



;i;') 



10 
') 

•) 

1 



19 



.,0 '^"r;^"^^^-^i-ii- 

^ ' -M'ers Score 



V> 
It;:! 
8S 
GO 
IS 

;ni 



11.(1 

12.0 
11,5 

lo.a 

10.2 

11.1 



Sixth Grade — 

10 years or younger. 

1 1 years old 

12 years old 

13 years old 

14 years or older.. . . 



olal 



11 



1 

13 



13 

21 



4(1 



11 

10 

1 

6 

30 



19 
5 
9 



2 

18 
17 
10 



7 
27 
33 
15 
10 



3 
23 
12 

9 
5 



(i 

;>(; 

20 
12 



Ga 



51 



92 



52 



7G 



20 



1 
18 



:il 


r.'.ii 


m; 

1 \') 


ViA 


s: 


ll.S 


4S 


11.1 



4!)1 



\i:i 



Seventh Grade — 

1 1 years or younger. 

12 years old 

13 years old 

14 years old 

15 years or older.. . . 



Total 



Eighth Grade— 

12 years or younger. 

13 years old 

14 years old 

15 years old 

IG years or older.. . . 



Total 



1 






1 


3 


3 


5 




•; 


3 


8 


15 


29 


26 


20 


i:; 


1 


.") 


IG 


15 


18 


24 


17 


14 


G 


3 


9 


11 


11 


11 


10 


!) 


1 





5 


8 


1 


4 


1 


■' 


14 


11 


38 


50 


62 


68 


53 


39 


2 


1 


3 


2 


4 


4 


8 


1 


4 


•) 


~ 


i;i 


IS 


19 


34 


21 


7 


2 


5 


16 


19 


18 


28 


6 


5 


3 


4 


7 


9 


11 


]9 


5 






2 


1 


2 


3 


1 


5 


IS 


8 


21 


39 


52 


55 


90 


41 



24 



4 


1 


2 


20 


11 


G 


5 

(i 


7 
1 
1 


2 

1 



21 



10 


i;).: 


132 


13.3 


125 


13.2 


80 


12.9 


2fl 


11.2 



.382 131 



38 


14.4 


15.^ 


114 


118 


134 


73 


13.7 


15 


13.8 





—-' 


300 


140 




ttsttf 



School Grade an.l Age of Pupils 

Second Grade— 

C, years or younger 

7 years old ^^ 

8 years old ^'^ 

9 years old 1 

10 years or older ■! 

Total :54 

Third Grade— 

7 years or younger 

8 years old 

9 years old -"5 

10 years old 1 

11 years or older 1 

Total ' 5 

Fourth Grade — 

8 years or younger 

9 years old 

10 years old 

11 years old 1 

12 years or older 

Total 1 



TABLE I. 

DISTRIBUTION BY GRADES. 

Language Scale Scored in St. Paul Public Elementary (Completion Test Language Scales B, C, D and E). 

January, 1917. 
2 3 4 5 6 7 8 9 10 11 12 i:5 IJ l.") H! 



IS 



1!) 



4 




4 


5!) 


!) 


O.J 


2r) 


2 


50 


8 




<) 


•1 


1 


•^ 


00 


12 


133 


2 




3 


5 

t 


5 


15 

17 


8 


3 


7 
2 



13 



1 I 
5 
4 
3 



4 
Gl 
3() 

2 

113 



4 
40 
28 
12 
11 



1 
11 

4 



3 
41 
14 

4 



10 



17 



3 

30 

13 

() 

2 



64 



2 

47 

29 

8 

1 



10 



4 

22 

20 

G 

3 



15 



2 

30 
18 



1 

14 
6 
2 
1 



10 
1 
2 



22 



44 



2() 



21 

12 
6 

8 



51 



11 
2 
6 



87 



40 
33 
18 



55 



1 

20 

12 

4 

1 



14 



47 



27 



102 



■.iS 



58 

8 

40 

30 

8 

6 

92 



24 



6 

28 

18 

2 

1 



13 



2 

14 
9 
4 

7 



2 

15 

3 

1 



'Potal No. Median 
-0 l'a])ers .^eurc 



1(5 


5.5 


293 


4.9 


157 


4.S 


31 


4.7 


18 


4.2 



515 



)09 



4.8 



22 


7.7 


238 


8.2 


158 


7.5 


64 


6.8 


27 


6.7 



37 


10.2 


205 


10.1 


141 


9.1 


53 


8.6 


40 


8.2 



Mi 



21 



176 



9.4 



s B, C, D and E). 



U 



lo 



16 



1 


2 




18 


10 


1 


9 


2 


2 


2 


2 


1 


3 


1 





17 



18 



19 



Total No. 


Median 


Papers 


Score 


12 


11.6 


163 


12.0 


88 


11.5 


60 


10.3 


48 


10.2 



IT 



11.1 



<; 


2 


>> 


1 




31 


12.9 


36 


G 


8 


2 


2 


176 


12.6 


20 


8 


5 






152 


12.1 


12 


4 


1 






87 


11.8 


2 




1 






48 


11.1 



76 



20 



18 



494 



12.2 



5 




1 


1 






16 


13.7 


20 


13 


10 


3 


2 




132 


13.3 


17 


14 


8 


>> 


1 


1 


125 


13.2 


10 


9 


5 


2 


1 


1 


80 


12.9 


1 


.') 






1 




29 


11.2 



53 



39 



24 



382 



13.1 



8 


t 


4 


1 


2 


34 


21 


20 


11 


6 


2S 


6 


5 


7 


2 


19 


5 


6 


1 


1 


1 


5 




1 





90 



44 



21 



11 



38 


14.4 


155 


14.4 


118 


13.4 


73 


13.7 


15 


13.8 


399 


14.0 




443.4.4-6 



MEASUREMENT OP CHILDREN'S ACHIEVEMENT 447 

Reading from left to right across the table, the legend is as fol- 
lows : Of children who are six years old or younger in the second 
grade, four made a score of 2, four made a score of 4, four a score of 6, 
one a score of 7, three a score of 8, making a total group of sixteen, 
whose median score is 5.5. 

The median score of any given group is the point on the scale 
which divides the distribution into two exactly equal parts. In the 
case of the six-year-old children in the second grade, mentioned in the 
above paragraph, eight scored lower than 5, and eight made a higher 
score than 5. Since a score of 5 means anywhere from 5.0 up to 6.0, 
the best single point for dividing the distribution is at 5.5. 

The important thing to notice in Table I is the progress made by 
the pupils as one passes from the second grade to the third grade, and 
so on, up to the eighth. To make this progress still clearer, one may 
summarize the table as follows : 

Grade Median Score 

2nd 4.8 

3rd 7.8 

4th 9.4 

5th 11.1 

6th 12.2 

7th 13.1 • 

8th 14.0 

It will be observed that the greatest progress in this test occurs 
between the second and third grades, and the least progress between 
the seventh and eighth grades. This feature of the results corre- 
sponds exactly to the results which have been obtained in dozens of 
other school systems where this test has been used. 

Table II presents the distribution of scores in the more difficult 
Language Scales used in the high schools. Here again the table reads 
from left to right, showing the total number of pupils of any given age 
in each particular year of the high school course who make each possi- 
ble score. The reader will recall that Language Scales L and M, used 
in the high schools, are very much more difficult than the Language 
Scales recorded in Table I for the elementary schools. One should 
not, therefore, confuse a score made in the high school tests with a 
score made in the elementary school tests. 



L Schools, January, 1917. 

















Total No. 


Median 


10 


11 


12 


13 


14 


15 


16 


Papers 


Score 


2 


1 










1 


41 


0.9 


6 


3 


3 


2 


2 






176 


5.9 


4 




. . 


. , 


. . 




1 


116 


4.8 


1 


1 


1 


1 


, . 




. . 


36 


4.8 


1 












•• 


15 


5.3 



14 



384 



5.5 



2 




2 


2 


11 


4 


1 


1 


5 


6 


1 


1 


1 




1 






1 


2 




19 


11 


7 


4 



45 


6.7 


139 


6.2 


107 


6.5 


35 


5.5 


18 


5.5 



344 



6.2 



6 


5 


4 


1 


. . 


1 


. . 


59 


7.9 


13 




7 


2 


4 


. , 




137 


8.3 


1 


5 




. . 




, , 




71 


7.4 






1 










31 


7.3 


29 


17 


13 


12 


4 


1 




298 


7.9 


9 


3 


4 


4 


2 


1 


2 


48 


9.3 


11 


6 


11 


11 


3 


3 


2 


106 


8.5 


6 


4 


6 


6 


2 


1 


, , 


82 


8.6 


3 


2 


3 


o 


1 






38 


8.1 


29 


15 


24 


24 


8 


5 


4 


274 


8.G 
















449-430.451-452 



TABLE II. 
Distribution By Classes and Ages of Language Scale Scores in St. Paul Public High Schools. January. 1917. 

(Completion-Test Language Scales L and AL) 

Score Obtained 



First Year High School— 

Ai^f 13 or younger 

Age 14 

A{,a' 15 

Age 16 

Age 17 



Total first year 13 

Second Year High School — 

Age 14 or younger 

Age 15 

Age 16 

Age 17 

Age 18 



Total second year 6 

Third Year High School- 
Age 15 or younger 

Age 16 ...'.... f 

Age 17 

Age 18 



Total third year 1 

Fourth Year High School- 
Age 16 or vounger 

Age 17 

Age 18 

Age 1!) 



'I'otal fourth vt 






1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11 


12 


13 


14 


15 


Total No. 
16 I'apers 


Median 

Score 


2 
10 

1 


4 
6 

1 


2 

14 

12 

4 

1 


6 

14 

14 

5 

1 


4 
27 
21 
10 




9 

29 

15 

3 

2 


5 
21 
12 

5 

o 


5 

17 

9 

2 


3 

IS 

6 


3 

14 

6 

2 
2 


2 

6 
4 

1 
1 


1 
3 

1 


3 

1 


2 
1 


2 




1 
1 


41 

176 

116 

36 

15 


5.9 

5.9 

■1.S 
l.S 
5.3 


13 


11 


35 


40 


64 


58 


46 


33 


27 


27 


14 


5 


4 


3 


2 




2 


381 


5.5 




1 


2 


2 


G 


4 


11 


5 


4 


4 


2 




2 


2 








•15 


6.7 


1 


1 


G 


12 


25 


20 


19 


12 


1 1 


10 


11 


4 


1 


1 


1 


1 




139 


6.2 


3 


4 


5 


10 


13 


14 


10 


16 


12 


7 


5 


6 


1 


1 








107 


6.5 


3 


1 


:; 


;i 


5 


7 


8 


1 


n 




1 




1 










35 


5.5 




1 


1 


2 


•> 


G 


2 


1 








1 


2 










18 


5.5 


6 


8 


17 


39 


51 


51 


50 


',]'> 


:!:5 


21 


19 


11 


7 


4 


1 


1 




341 


6.2 










5 


4 


10 


11 


G 


G 


G 


5 


4 


1 




1 




59 


7.9 


1 


2 
2 


1 

4 
1 


4 
4 
1 


io 

5 
4 


9 

in 

5 


IG 
5 
3 


20 

12 

5 


21 
8 
5 


21 
8 
3 


13 


7 
5 


7 
1 


2 


4 






137 

71 
31 


8.3 
7.4 
7.3 


1 


4 


G 


9 


24 


28 


34 


48 


40 


38 


29 


17 


12 


12 


4 


1 




298 


7.9 


1 




2 
1 
3 


3 


1 
t 

4 
2 


2 
7 
5 
1 


3 
12 
11 

4 


8 
IG 
10 

7 


9 

11 
18 

9 


4 
12 
14 

2 


9 

11 
6 
3 


3 
6 
4 
2 


4 

11 

G 

3 


4 

11 

6 


2 
3 
2 
1 


1 
3 

1 


2 
2 


48 

106 

83 

38 


9.3 
8.5 
8.6 
8.1 


1 




G 


o 


14 


15 


30 


41 


47 


32 


29 


15 


24 


24 


8 


5 


4 


274 

4-I0-I- 


S.6 

-,l).4.-,l-l-5-J 



Median Score 




5.5 




6.3 




7.9 




8.6 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 453 

The median scores by high school classes in Language Scales L 
and M are as follows : 

High School Class 

1st year 
2nd year 
3rd year 
4th year 

Table III presents the distribution of scores in English composi- 
tion for all grades from the fourth year of the elementary school to the 
fourth year of the high school. This table reads from left to right as 
follows : One pupil who was nine years old and in the fourth grade of 
the elementary school wrote a composition which was scored on 0. 
Twenty-six pupils in the same class and of the same age wrote compo- 
sitions which were scored on 1.1 ; ninety-nine of the same age and 
grade were scored on 1.9; forty-seven were scored on 2.8; four on 3.8; 
and two on 5.0, making a total group of one hundred and seventy-nine 
papers, in which the median quality is 2.04. 



454 



REPORT OF SCHOOL SURVEY 



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456 



REPORT OF SCHOOL SURVEY 



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MEASUREMENT OF CHILDREN S ACHIEVEMENT 



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458 REPORT OF SCHOOL SURVEY 



The progress between grades is shown in the following sum- 
mary : 

Grade Median Quality 

4th 2.02 

5th 3.38 

6th 3.54 

7th 4.12 

8th . 4.06 

1st year 5.83 

2nd year 6.66 

3rd year 6.27 

4th year 6.65 

The astonishing thing about the progress here shown is the fact 
that second year high school pupils wrote poorer compositions than 
the first year pupils wrote. This phenomenon has been observed in a 
few other high schools where these tests have been given. It suggests 
that there must be something in the way high school English courses 
are organized which is not conducive to the progress we have a right 
to expect. 



COMPARISON WITH SCORES OBTAINED ELSEWHERE. 

One of the first questions which naturally arises in the minds of 
teachers when their pupils have been measured in any given subject is, 
"How do our pupils compare with pupils in other school systems?" 
The results obtained in the elementary schools with the Completion- 
Test Language Scales are compared in Table IV with results which 
have been obtained by the same scales in three other school systems. 



MEASUREMENT OF CHILDREN'S ACHIBVElSrENT 459 



TABLE IV. 

Comparison of Language Scale Scores Obtained in St. Paul Elemen- 
tary Schools With Scores Obtained Elsewhere. 

(Completion-Test Language Scales B, C. D and E.) 

Elementary School MedianScore Obtained in Grade 

Pupils in II III IV V VI VII VIII 

St. Paul. Minn .4.8 7.8 9.4 ILl 12.2 13.1 14|0 

Nassau Co.. N. Y 4.8 8.2 10.2 .... 12.4 .... 14.0 

Mobile, Alabama 11.7 12.7 13.9 14.4 

Chatham, N. J 10.8 11.7 12.2 14.8 15.8 

It will be remembered that the Completion-Test was used as a 
measure of the abilities of children to understand and act intelligently 
upon such printed matter as is placed before them. On the whole, it 
can be said that St. Paul pupils compare fairly well wath the pupils of 
Nassau County, New York. As a matter of fact, the second grades 
and the eighth grades of the two school systems achieve exactly the 
same results. It appears, however, that St. Paul pupils find greater 
diflficulty in handling language symbols thpn do the pupils of the same 
grade in Mobile, Alabama, or Chatham, New Jersey. In this connec- 
tion it should also be remembered that the scores from Mobile which 
are here recorded as fifth, sixth, seventh, and eighth grade scores, are 
actually fourth, fifth, sxith, and seventh grade scores, for the Mobile 
elementary schools end at the seventh grade. St. Paul elementary 
school pupils, while not showing as great facility in the understanding 
and intelligent treatment of these language problems as some pupils 
have in other places, seem nevertheless reasonably able to grasp the 
meaning of printed symbols. 

In the high school test of the same nature, St. Paul's results are 
quite distinctly inferior to those that have been obtained in other high 
schools. The comparison is shown in Table V. The unsatisfactory 
results revealed by this table suggest that high school pupils may not 
be sufficiently well trained in understanding what they read to profit 
as much as they ought by their work in other subjects. 



460 REPORT OF SCHOOL SURVEY 



6.2 


7.9 


8.6 


8.4 


9.7 


11.3 


0.0 


11.2 


12.0 



TABLE V. 



Comparison of Language Scale Scores Obtained in St. Paul High 
Schools With Scores Obtained Elsewhere. 

(Completion-Test Language Scales L and M.) 

IN'Iedian Score Obtained in 
High School Pupils in 1st Year 2nd Year 3rd Year 4th Year 

St. Paul, Minn. 1 5.5 

Nassau Co., N. Y 2 7.5 

Other high schools 7.5 



From the Nassau County Educational Survey, published by 
the New York State Department of Education, 1917. 

Calculated from results reported in Completion-Test Lan- 
guage Scales, published by Teachers' College, 1916. High 
Schools in and near New York city furnished a large majority 
of the pupils measured. 



Comparative results obtained in the English composition tests are 
presented in Table VI, and are represented graphically in Figure 2. 



MEASUREMENT OF OHILDEEN^S ACHIEVEMfENT 



461 



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CO CO CO lO C*^ 

CO en CO c<j o 



CO C5 CO O 00 • 
00 CD lO O rH • 


o 


id o ^ o id ! 


CO 



CO CQ 2> 

lO CO »^ 

TtH id o 



CO lo (?;? 00 KO T— I 

1-H C5 Oi r-J J> O 
•*li -.^H "tJH TiH Tl^ lO 



rH O xtH CO O) -H 
UO CO CO OO i> CO 
CO tH ri^ CO CO t}^ 



CO 

CO 


00 


•I— 1 




lO 


T— 1 
T— 1 


CO 


CO 


co" 


cj 


ocj 


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O CO CQ i- CO lO 

c>i co' CO ci o i co' 



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S oJ' <u S > ^ 
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t/i ^ ^ p?: t/2 K-i 






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rt > 




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73 
C 

CO 



Xi 






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o 
> 



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o 



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1— 1 




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d 

Oh 


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c 


2> 


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05 


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o 



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m ^ 

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he 



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a o o 

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5-^ Pi a:§ 

^ :: o 5" rt 

rt "c -5 ^-/^ r. 

^ O ^ ^ .= 

o i> 5 5 -^ 

fa L' fa fa O 



1 — U I- 

r-< tr. " 



462 REPORT OF SCHOOL SURVEY ' 

It appears from the above table that St. Paul's pupils are partic- 
ularly unable to express themselves in written composition in the 
fourth and sixth grades. There is a tendency to poor results running 
throughout the school system. 

A measurement of results in itself gives very little evidence of 
why these results are unsatisfactory. The analysis of causes and 
means of improvement cannot be made except by experts in the teach- 
ing of English composition. The examiners who looked over the pa- 
pers, however, were inclined to feel that the papers themselves con- 
tained some evidence that pupils did not enjoy sufficient opportunity 
for free expression of their own emotions and individualities. There 
seems to be a particular need for attention to the development of ini- 
tiative and imagination in the sixth grade and in the second year high 
school. Facts in their daily lives are seen and recorded in a cold mat- 
ler-of-fact light which indicates a great lack of artistic appreciation. 
Instead of seeing incident with the active imagination of an artist, 
they make themselves mere passive instruments photographing a suc- 
cession of events without any personal connecting thread. Punctua- 
tion, paragraphing, and the formal side of composition seems to be 
fairly satisfactory. The difficulty seemed to the committee to lie in 
the way pupils think and feel. They do not put enough of their own 
feeling and personal reaction into their writing. 



MEASUREMENT OP CHILDREN'S ACHIEVEMENT 



463 



Comparison of Median Scores in English Composition With Those 

Obtained Elsewhere, 



9.0 



8.0 



5=1 
O 

^7.0 

o 
p- 

o 

"^ 
C^4.0 

Co 

tr- 



lU-^ s.o 
I — > 

pi 

O 2.0 

1 1 

-v-> 

03 

ai.o 



Fig. 2. 
Median Quality Othaarted m Grade 
4 5678iirjn:E 

























































,i 


,1 
















/ 


/ 
















^ 




/ 










/j 


^ 


/ 












^ 


r' ) 


^ 


^ 
















1 



























































STANDARD 
ST. PAUL 



Mobile 
Lead 



464 



REPORT OF SCHOOL SURVEY 



THE OVERLAPPING OF GRADES. 

One of the important problems of educational administration is 
the classification of pupils for effective instruction. Those pupils 
should be classified together for recitation purposes who have some- 
what the same ability in the subjects which they are to study. 

Figure 3 shows graphically the comparative achievements of 
pupils in the grades on the elementary Language Scale tests. 



Fig. 3. 
Pepresentinq tfie mvcim? of pupi[y who made eacfi wore luihe Completiott left;' 



M = Median of Grade 



Stlx. Grade 




NumherofS'ejiisnc&s' Completed 
I I Each wclofed area c/ t/iissizerepisfen/! fie score of lO^cmtU' 



I 



MEASUREMENT OP CHILDREN'S ACHIEVEIVrENT 465 

It will be observed that in the second grade a larger number of 
)upils completed two sentences than completed any other possible 
lumber; that ; in the third grade more pupils completed four sentences 
han any other possible number, and so on, to the eighth grade, where 
. larger number of pupils completed seven sentences than any other 
>ossible number. The significant thing is that there were some eighth 
[•rade pupils who completed only three sentences, while almost half of 
he second grade did that well. Likewise, there were some children 
n the second grade who completed six sentences, which is as many or 
nore, than a large number of eighth grade pupils were able to com- 
ilete. In other words, although there is more or less regular progress 
n ability as one passes upward through the grades, nevertheless there 
re some pupils in each grade whose ability would entitle them to be 
n a higher grade, and likewise there are some whose ability would 
uggest that they should be classified in a lower grade. 

Figure 4 gives in a similar way a graphic representation of the 
chievements in the composition test. It will be observed here that 
he less able fourth year high school pupils do as poorly as the best of 
he fourth grade pupils. The lack of progress between the fifth and 
ixth grades, and the actual lower ability of the second year high 
ligh school class over that shown by the first year high school class, is 
ery clearly represented in this figure. 



466 



BEPOET OF SCHOOL SUEVBY 



rig.4. 



Peprej-entiag tfie number of piipily who marfi? eaclipossiDlG s-corein EiLgfii'R 
Composition ^| = Kedian of Grdiis 



Fourtla Ye-R\' 



I I 



Third Year 



S'econd Yeai 



rir,st "Year 










^ ~ ^ ^ ^ , 


, <; 


^ 1 11 



8 til. Grade 



7th. Grade 



I I 



6 tK, Grade 

1- — 1 ! 


( 

, ^ 


! , 





5th. Grade 



4th.Grad(? 



I I Exh indoserf area of tfii? Jize 

repreyentj tfie scoi-e made bu 25 pupils 



^ - I ") . I ^ , ^ , 

O 11 19 ze 38 50 60 72 80 90 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 467 

The question now arises as to what effect such wide differences of 
bihty in the same grade will have upon the recitations of pupils. Is 
; economical to try to teach English composition when classes contain 
upils of such varying ability? Might not those pupils who are ex- 
-emely able in expressing themselves be allowed to recite and study 
nth. a higher grade? Would there not also be an advantage in so 
rouping pupils whose abilities are low that they might profit as much 
s possible by such instruction as is given? However one may an- 
wer these questions, the fact remains that pupils in St. Paul are not 
lassified very accurately for work in English. 



ANALYSIS OF SCORES BY AGES OF PUPILS. 

The suggestion may occur to someone that pupils might be more 
ffectively classified if age were the basis rather than teachers' judg- 
lents. To show that this is not an adequate solution of the problem, 
istributions by ages are given below of the scores made by St. Paul 
upils. 



ools. 



1 



14 15 



12 



16 



18 19 



Total Xo. Aledian 
20 Papers Score 



16 



5.5 



293 


.49 


22 


7.7 


315 


5.1 


157 


4.8 


238 


8.2 


37 


10.2 



432 



6.9 



31 


4.7 


158 


7.5 


205 


10.1 


12 


11.6 



406 









18 


4.2 




. . 




64 


6.8 








141 


9.1 


18 


10 


1 


163 


12.0 


6 


2 


1 


31 


12.9 



417 



10.2 



4-G9-4-70-4-71 



TABLE VII— Continued. 



Aire- and Scliool C.radc of I'lipils 



10 



11 



13 



14 



15 



IG 



17 



18 



19 20 Papers Score 



Age Eleven Years- 
Third fjradc .. . . 
Fourth j^-^radc . . 
Fifth grade . . . . 
Sixth f^'radc .. .. 
Scvciilh qradc .. 



Age Twelve Years — 

h'ourtli uradc 

I<iflli j^radc 

vSixlli .tirade 

Seventh },M-ade 

J'.ik^lith grade 



Age Thirteen Years- 

Fiftli grade 

Sixtli grade 

Sevenlli grade .. . . 
Fighth grade 



1 1 

1 



1 

8 
2 
:5 



1 

IS 
G 

i;5 

1 



i 
11 



3 

8 

15 

27 



1 
2 

8 

18 

1 



■i 
19 

28 



1 
8 

23 
3 



3G 



39 

6 
11 
21 



1 
G 
10 
3 
1 



53 

6 

19 

19 

8 

3 



30 

1 

4 

17 

15 

2 



53 

7 

4 

33 

29 

4 




i;! 



1 1 



13 

2 
8 
1 



42 
G 



2 1 



10 



11 



21 



21 

4 

',) 
2 

16 



11 

5 

16 

7 



39 

1 
10 
15 
13 



8 
15 
18 
18 



27 


6.7 


r)3 


S.ti 


88 


u.:. 


17G 


la.G 


IG 


Kt.; 



360 



11.1 



40 


K.'.' 


GO 


10.:; 


152 


iv-.i 


132 


i;).:i 


38 


M..1 



39 



39 



59 



54 



66 



40 



29 



14 



415 



Age Fourteen Years- 

Sixtli grade 

Sevenlli grade .. . . 
Fighth grade . . . . 



1 


5 


1 


6 


1 


7 



11 

IG 



10 
11 

19 



5 
11 

18 



2 

10 
28 



40 


■ 11.1 


87 


11,1' 


119 


i;;,;' 



Age Fifteen Years — 
Seventh grade .... 
I'jghth grade .... 



Age Sixteen Years — 

luglith grade 



18 



11 



23 



34 



40 



34 



40 



15 



11 



1 


2 


5 


8 


1 


4 


1 


3 






1 




5 


3 


4 


7 


9 


11 


19 


5 


6 


1 


1 


1 


6 


5 


9 


15 


10 


15 


20 


8 


6 


1 


2 


1 






2 


1 


2 


3 


1 


5 




1 




, , 



246 

29 
73 



109 



12.8 

11.'^ 
1.'!.; 

i;;,i 



15 r.iM 



A^.r an.l Sclmol Gra.ic of Pupils 

Age Six Years— 
Sa-oiul grade 

Age Seven Years— 

Sccoiul grade 

Tliird grade 

Age Eight Years- 
Second grade 

Third grade 

J'.Mivtli grade 

Age Nine Years — 

Second grade 

Third grade 

I'oiulli grade 

I'ifth tirade 

Age Ten Years — 

Second grade 

Tliird grade 

i'\>nrth grade 

I'iflh grade 

^ixth grade 



18 

18 
12 

12 

1 
1 



5!) 



61 

25 
5 
1 

;u 

9 
7 
2 
2 



TABLE VII. 

Distribution By Ages of Language Scale Scores in St. Paul Public Schools. 

January, l!)!". 
(Completion-Test Language Scales B. C, D and E.) 

Score .\chicvcd 



().") 



fiS 






60 
9 



10 



U 



Vi 



!:•. 



64 



11 



10 



68 



U 



4:5 



11 



1 t 



23 



?Ai 


I 


11 


1 


•> 






40 


;)0 


47 


22 

1 


.■'lO 

s 


14 
(i 


10 4 
2 2 


76 


37 


66 


24 


4:5 


20 


12 <i 


7 




4 


2 








28 


la 


29 


20 


18 


6 


1 1 


21 


5 


40 
1 


20 


40 


28 
.5 


It 1"> 
1 



18 

4 
8 
3 

1") 



32 



-19 



10 



56 



18 



74 



42 



60 



39 



15 



17 





9 


1 


2 










4 


12 


6 


8 


6 


5 


2 


2 


4 


12 


11 


33 


12 


30 


18 


9 


1 


4 


6 


13 


13 


23 


10 


34 



30 



24 



56 



33 



63 



41 



52 



20 



26 



U 



15 u\ \: 



IS 19 



'Total No. Mod\;u\ 
20 Papers Score 



16 



•'9:i 



315 



.19 



5.1 



157 


4.8 


238 


8.2 


37 


10.2 



432 

:•)! 
158 
205 

12 

406 



6.9 

4.7 

7.5 

10.1 

11.6 









18 


4.2 








64 


6.8 








141 


9.1 








163 


12.0 


18 


10 


1 


31 


12.9 


f) 


2 


1 






— 






417 


10.2 


24 


12 


.\ 1 


41 


'.)-t70-471 



1-1 



15 



16 



17 



18 



19 



Total No. Median 
20 Papers Score 



9 


2 


2 




36 


6 


8 


2 


5 




1 


1 



50 



50 



40 



30 



15 



11 



20 



11 



9 


2 


1 






20 


8 


5 


. . 


. , 


20 


13 


10 


3 


2 


8 


7 


4 


1 


2 



3 


1 






. . 


12 


4 


1 


. . 


. . 


17 


14 


8 


3 


1 


34 


21 
40 


20 
29 


11 


6 


66 


14 


7 


2 




1 






10 


9 


5 


2 


1 


28 


6 


5 


7 


2 



1 


3 


. . 


. . 


1 


. . 


19 


5 


6 


1 


1 


1 


20 


8 


6 


1 


2 


1 


1 


5 




1 







27 


6.7 


53 


8.6 


88 


11.5 


176 


12.6 


16 


13.7 


360 


11.4 


40 


.8.2 


60 


10.3 


152 


12vl 


132 


13.3 


38 


14.4 


422 


12.2 


48 


10.2 


87 


11.8 


125 


13.2 


155 


14.4 



415 



13:1 



40 


•11.1 


87 


11.9 


119 


13.2 


246 


12.8 


29 


11.2 


73 


13.7 


102 


13.1 


15 


13.8 



4 72-4 73-4- 74- 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 



475 



d 
o 

J) 
u 



C X 










rt .ti 


-t^ 


T^l i-H Oi 


~> 


O <N «D T-l 


^ '^ 


o 


Oi Tt^ ^ 

rH vi CC 


GO 


1— f -^_ i> CO 


^ 3 


o* 


c>:j 


CQ CO Co' ■* 


^a 










d 










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05 


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Cl 


Tfl "* T— 1 ^ 


rt 0-, 


t- 


Ji lO GC 


fc- 


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1— 1 




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f2^ 











o 



CO 



< 



d 
1^ 



CO 



o 

a, 

6 
o 



d 



o 
o 

CO 



< 

o 



C/i 






o 



Oh 

CI, 
CO 



c 

O 



o 



00 

CO 



CO 



<u bX) 

-I 

c c« .2 

< 



^ 



2>- 



rt< 


CO 


CO 


1—1 


CO 


CO 

T-I 


00 


00 


00 



cc 



• 


<x> 


CO 


00 




tH 


•* 
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CO 


1-1 

tH 




CO 

T-I 


CO 
CO 


CO 


(NJ 


05 




00 


1—1 







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O r-i 



bjo 
C 

O 



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O 

CO 

CO 






<u <i; o 
TS 'O "O 
c^ rt rt 
u u u, 
bJO bJO b/) 

x: ^ -G 



2 
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X 



o 



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(U dj i; <u 

-a Tj -o -o 

c^ rt rt rt 

Ui Vh Ui Ui 

bjO bJD bJO b/) 
^ ji; j3 ,cj 

+-> 4-1 -M -tJ 

-* lO CO t- 



> 



o 



476 



KEPORT OF SCHOOL SURVEY 



O 1— t CO Ci tH 
O Oi --^ rH O 
ci CO CO tH lO 



»0 CO»OCOTtlOiCOi-H 

?> cyi-^coi—ioiooco 

co' 1-4 co' CO ■^t^ T^ »d id 



o 



CO C<J xt( t:J< lO (J3 
CO O O Ci 00 lO 

co' co" T^' TiH vi id 



?> >0 lO C<? i- 

iH i:d tH 1— I oi 



iO CO C<J ?> Oi CO iO 
1— I J> CO C^> -r^ 



CO oi oi c<> i> ?> 
•^ CO CO Thi CO 



•S 

c 
o 



CO CO lO \ ^ 



f) 


• 


?> 


iH 


tH 


t- 


CO 




' 




C\i 


TjH 


l-H 


00 


»-) 














l-H 


* 


(?-> 


<>? 


CO 


-i* 


^ 


H-l 


• 


Oi 


la 


lO 




CO 


> 












tH 


m 














HJ 


CO 


Oi 


Oi 


O 




T— : 


< 




Cvf 


Tti 


T— 1 




05 














H 
















CO 


CO 


/^ 


tH 




?> 




tH 




l-H 






CO 



CO lO CO c^? 
CO Cv? 



1— I lO no O CO ^-H 

T— i C>? CO 1-^ 



Oi Ttt ?> Oi CO 

(>? tH c>? 



iH CO ^ OD 



CO Tt< C5 



CO 
CO 



CO Ttl 



Tti lO no lO o 

T-i 2> tH 



00 00 Cv? lO CO 
tH lO 'tH T-H 



-* 05 t- T^ rjl lO 
1— I CO tH 



CO 
00 



G*? CO O T— i . • to 

CO 



4 










CO 


O 












CO 










>^ 


Cfl <U (U (U (U d) 

<U T3 XJ 'a nj 'O 


(V 


, — 1 


3H cj oj rt 03 rt 


<v 


•^ U. ^H tH U, i. 


> 


(U bxi bjO tuci tuo hj 


X 


> 




« -5 -5 :2 -5 -5 


rt 


^ ^ lO CO t- 00 


O 


H 










^ 



-o 

o :::::: : 
2 : : : : :^c/5 

'^ Qj (u (u ID (U u_j' h-*' 

c3 rt rt o3 rt 
C V- Vh u, I-, u, ,• t. 

(U bJOb;3b/)bjobJ3K:>^ 

jc;^^'^coi>ooT-iG^j 
H 



>^ 



o 



(U 



m 



m 



aj (U (U <u 



■TJ "^3 13) 
nj rt nj 



K'K 



fcuo bjo bjo b/) 



>. 



j_ XI rC ^ j:: ^ 



3 
o 



10 CO 2> CO rH 






>. 



o 



MEASUREMENT OP CHILDREN'S ACHIEVEMENT 



47^ 



CO ?>• -"^I CO 00 lO 
CO Oi CO J> J>; O 

CO co" T}5 »d id CO 






tH CO CO CCJ O C<? CO 
CO 00 2> Ci CO CO -rH 

c<j co' 'i^" id id CO CO 



CO 

id 



CQ ?>• CO C? 2> Cv? CO 

rH CO CO tH C<i lO t- 

tH tH CO 



(?3 i> ^ C5 ""^ ^ O 

c<i o o lo 



o 
o 

CO 



d 
o 

u 



> 

w 



TH O tH ^ 



lO tH i-H (>:? 

CO 2> G^ 



Oi O O CO Oi riH 
tH C<i CO CQ 1-1 



■^ T-H O lO ''^ iH 



^ CO 



: : : : 




CO 


C<i 


lO 


* '. '. ^ 


Oi 


o 


T— 1 


C3 


. . . t- 


00 


»o 

CO 




lO 

T— 1 


• tH CO J> 


CO 




-* 


CO 



O tH r-l 05 CQ 



•o 



lyi 



c/i m 



-O -O ^3 K i-^ 
cti rt cd • 



(U 

d 

<u _^ _^ _^ 

<-M CO J> CO tH 



bjo bjo bJD ^ 

J5 X! ^ -M 



Oi CO 



>^ 



yn 



o 



TJ 



03 ^ 



(U <U 






C/2 



VU ^VJ ^U —^ 

U ^H U ™ 

b;0 too bjo ^ 
^ ^ x: 



U d 



tn. xfi 



u u 



oJ 



^ '^ 
W 



£- 00 T-H 



^ >^ >^ 

-^ 'O ^ 

C<i CO "* 



ct3 



o 



478 



REPORT OF SCHOOL SURVEY 



Ci C^ lO to 
00 -t^ CO to 

o >ra CD o 



>^ IC «0 CD 



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MEASUREMENT OF CHILDREN'S ACHIEJVEMflENT 



479 



The significant facts shown in Tables VII and VIII are repre- 
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Representing Median Scores By Grades and Ages in Elementary 

Language Scales. 



480 



REPORT OF SCHOOL SURVEY 



A n^ '( Fiq. 6. 

9 "^ 10 11 ^ 12 13 14- 15 IS 17 18 19 20 




'Representing Median Scores By Grades and Ages in the English 

Composition Test. 



MEASUREMENT OF CHILDREN'S ACHIEVEMENT 481 

There are several interesting facts to be discovered in these tables. 
For example one might call attention to the fact that pupils in the first 
year of the Mechanic Arts High School write better compositions than 
the pupils in any of the other three high school classes. Although 
such results are startling and suggest that a high school course may 
drill out of a student the originality he has when he enters the school, 
it is not possible for us to discover from those results what causes may 
operate in securing such conditions. 



SUMMARY OF LANGUAGE TESTS. 

Pupils in the St. Paul public schools were measured as to their 
ability to understand and use intelligently printed language symbols, 
and also as. to their ability to express in written symbols their own 
ideas and feelings. In both of these measures of ability in the English 
language, St. Paul pupils compare unfavorably with the best results 
that have been obtained elsewhere. The results in English composi- 
tion are more unsatisfactory than the results in solving printed lan- 
guage problems. It is suggested that the supervisors of English 
work investigate the causes for the poor results and check up fre- 
quently, by standard tests, the progress being made along these lines. 
It is further suggested that a special supervisor of educational meas- 
urements be employed to assist in reclassifying pupils so that they 
may secure a maximum of educational advantage from their school 
work. 

The older a pupil is when he is classified in a given grade, the 
greater the probability is that he will make a low score. It is the 
young pupils in a grade who show the greatest amount of ability in 
these tests. It seems quite evident then that one would not, by class- 
ifying pupils according to age, secure a classification which would be 
more likely to put pupils of the same ability in the same classes than 
is secured under present conditions. It appears that teachers in their 
efforts to base promotions on the abilities of children have succeeded 
fairly well, so far as ability in language is concerned. The tendency 
appears quite strong, however, to advance older pupils to a higher 
grade somewhat more rapidly than their language ability would sug- 
gest, and to keep younger children in a given grade for a longer period 
than their language ability would justify. 



482 EEPORT OF SCHOOL SURVEY 

The facts which have been shown in previous paragraphs in re- 
gard to the overlapping of the abilities of one grade upon the abilities 
of grades above and below, and in regard to the tendency to retard 
bright young pupils and promote dull old pupils, would seem to re- 
quire that a great deal of special attention should be given to pupils in 
any class who have exceptional ability. Pupils who are either too dull 
or too bright for the class in which they recite, should be reclassified 
in such a manner as to enable them to make the best use of such abili- 
ties as they may possess. It is probable that this reclassification 
ought to be based upon rather careful scientific and educational meas- 
urements conducted by a well-trained clinical psychologist. A num- 
ber of school systems have already employed such a supervisor of 
measurements to assist in this work of classifying pupils so that they 
may obtain the maximum of benefit from their school work. 



COMPARATIVE SCORES IN THE FOUR HIGH SCHOOLS. 

For the sake of the English teachers in the high schools, it seemed 
desirable to present tables showing the comparative achievements of 
pupils in the high school classes. The facts are presented in Tables 
IX and X. 



1 



a?. 



High School Class and 
School Measured 

First Year High School — 

Central JJ- 

Humboldt 

Johnson 

Mechanic Arts 



15 



Total first year. ^ 

Second Year High School- 
Central 

Humboldt 

Johnson 

Mechanic Arts 

Total second year. . I*- 1 



Third Year High School- 
Central 

Humboldt 

Johnson 

Mechanic Arts 



Total third year.. . .^ 



Fourth Year High School- 
Central p 

Humboldt f- 

Johnson '■ 

Mechanic Arts ^ 



Total fourth year, .p 



Total Xo. Median 
16 Papers Score 



99 

75 

93 

117 

384 



344 



298 



6.2 

5.7 
4.7 
5.6 



64 


7.3 


76 


5.9 


120 


6.0 


84 


6.2 



6.2 



90 


8.3 


60 


7.6 


70 


7.0 


78 


8.1 



7.9 



1 . 


117 


8.8 


• 


31 


8.3 




59 


7.6 


3 


67 


9.1 


4 . 


274 


8.6 




■iS3-484-4-S5-4S6 



TABLE IX. 

Distribution of Language Scale Scores By High Schools in St. Paul, January, 1917. 

(Completion-Test Lan,i,niase Scales L and M.) 

High School Class and Score Obtained Total No Median 

School Measured 1 2 3 4 5 G 7 8 9 10 11 12 1:5 U 15 16 Papers Score 

First Year High School— 

CVnlral 1 '■'> 1^' K' ^^ ■' S ', 12 6 2 '^ 1 1 .. Of) 6 2 

Mnnibolrll I - '^ C 1;! 11 11 5 G 6 3 1 1 1 ;-, 5'^ 

joliiison 4 ;5 IG 9 22 12 7 -i 5 5 3 4 .. 1 1 .. .. <):i 4.7 

Mechanic Arts 5 5 11 1.", i:! 17 19 IG 9 4 2 1 IK 5^6 

Total first year 13 11 35 40 Gl 58 4G 33 27 27 14 5 4 3 2 .. 2 38 1 5.5 

Second Year High School — 

Ccnlral 3 8 11 8 G 5 3 7 5 4 2 1 1 .. G4 7.3 

Ihimboidl 1 3 6 2 12 16 11 7 4 5 5 1 2 1 76 5.9 

Johnson 3 6 11 23 17 21 12 17 7 3 3 1 120 6.0 

.Mechanic Arts 5 3 5 13 8 7 10 lU 11 G 4 2 .. 1 84 6.2 

Total second year G 8 17 29 51 51 50 35 33 21 19 11 7 4 1 1 .. 344 6.2 

Third Year High School- 
Central 2 7 5 11 IG 15 12 9 7 2 1 3 .. .. 90 8.3 

Humboldt 1 3 6 6 8 10 8 5 5 4 2 .. 1 1 .. GO 7.6 

Johnson 3 5 2 9 9 7 (i 9 G G 3 3 2 ' 70 7.0 

Mechanic Arts 1 1 .. 2 2 8 8 IG 8 15 9 3 5 78 8.1 

Total tiiird year 1 4 6 9 24 28 34 48 40 38 29 17 12 3 4 1 .. 298 7.9 

Fourth Year High School— 

^'^'"l';il 4 1 3 6 12 15 21 16 12 6 16 2 2 1 •• 117 8.8 

"iiiiihoUli 3 2 3 7 2 6 3 1 1 2 1 .. .. '^1 8.3 

-'^'>"soii 2 2 8 4 9 7 13 3 6 1 2 1 1 .. •• 59 7.6 

Mechanic Arts 1 3 6 12 11 7 8 7 5 3 1 3 .. 6" '^•l 

Total fourth year i .. 6 3 14 15 30 41 47 32 29 15 24 8 5 4 .. 274 8.6 



482 



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THE COURSE OF STUDY 489 

SECTION IV. 

The Course of Study 

By 

Ernest J. Horn, Lydia L. Tall and L. D. Coffman. 

Note : Mr. Horn prepared all of the material in this section with the 
exception of the reports on Arithmetic, Music and Fine Arts. 



PLANS FOR MAKING A COURSE OF STUDY FOR THE ST. 

PAUL SCHOOLS. 

Introduction : 

The purpose of this section of the report of the survey committee 
is to aid the regular teachers and supervisors in making a syllabus of a 
course of study for the St. Paul schools. The emphasis throughout is 
meant to be constructive rather than destructive. Defects have been 
pointed out chiefly through the implications of improvements sug- 
gested. Particular attention has been given to improvements already 
under way in the belief that progress is best served in this manner. It 
is the belief of those responsible for this report that the recommenda- 
tions which follow and the references given, will save much time for 
those who are to constitute the committees on the course of study, and 
will tend to insure that the efiforts of such committees will be in har- 
mony with the best experience in the field of education. 

It will be noticed that the various subjects are not treated with 
equal detail. The amount of detail was determined in each case, (1) 
according to the needs of the present situation in St. Paul schools, (3) 
according to the availability of satisfactory treatments in books or 
articles, and (3) according to the degree to which the various prob- 
lems involved have approached a satisfactory solution. Occasionally, 
too, where the discussions on class room teaching and supervision 
necessitated a somewhat detailed discussion of the course of study, 
repetition in this part of the report was avoided. This is true, for ex- 
ample of the course of study in reading. 



490 REPORT OF SCHOOL SURVEY 



GENERAL SUGGESTIONS FOR THE RE-CONSTRUCTION 
OF THE SYLLABUS OF THE COURSE OF STUDY. 

I. The distinction between a syllabus and the course of study 
should be clear. The problem of the course of study is to de- 
termine what specific items of subect matter are to be taught. 
The syllabus attempts to assure that such subject matter will be 
taught and with the greatest efficiency. This distinction must 
be kept in mind if misunderstandings are to be avoided. For 
example, a large syllabus does not mean that more is to be 
taught, — it means that the statement of what is to be taught, and 
how it is to be taught is explicit and detailed. 

II. It should contain, for each subject, the specific outcomes desired. 
A clean cut statement of outcomes or aims is essential not only 
to the work of the committees which are to make the syllabi but 
to efficient classroom teaching. Absurd claims for subjects 
should be avoided, as should such vague and general terms as 
culture. Come down to cases. Above all, the specific out- 
comes set down for each subject should be those which repre- 
sent the unique outcomes of the subject. For example the 
peculiar and distinguishing contribution of spelling is to enable 
ojie to spell with automatic accuracy the words most used in 
such writing as is commonly done in life. To set up such gen- 
eral aims as training in accuracy and culture, is to center the at- 
tention upon more or less intangible aims. It must be kept in 
mind, too, that such claims as the training of the mind, and the 
development of character are valuable, and,, desirable as they 
are, are exceedingly obscure as bases for determining the spe- 
cific worth of any subject. 

III. Making a course of study is so difficult a task that the co-opera- 
tion of every type of specialist is required. It is recommended 
that such committee be constituted as follows : 

1. The supervisor most concerned. , 

2. One or more principals. 

3. One teacher from each grade concerned. 

4. A subject matter expert. 

The contribution of each of these classes of specialists is ob- 
vious. Such a committee will not be unwieldy. It may call 
upon other individuals for suggestions and help. 



THE COURSE OF STUDY 491 

IV. The committee should definitely assume the responsibility for 
improving, through the syllabus, the classroom teaching. The 
questions which should be kept uppermost are, What will 
be the effect of this syllabus upon the classroom teacher? Can 
any modification be made which will tend to insure better re- 
sults? Will this formulation stimulate and suggest? Will it 
be a factor in training teachers in service? 

V. The selection of subjects to be taught. 

1. The point of view of social utility should prevail, i. e. — that 
the curricuulm be made up of the most important and per- 
manent of the tastes, ideals, skills, habits, informations, etc., 
in every day life. 

2. Selections from among these needs and values should be de- 
termined, in so far as is possible, on the basis of research. 
These two principles will be elaborated in the discussions in 
connection with making the course of study in each subject. 

VI. What constitutes an efficient syllabus? 

1. Amount of Detail. 

In the first place, the exact subject matter which is to be 
taught must be given in sufficient detail to avoid any possibility 
of misunderstanding on the part of the teacher. It should pro- 
vide so that nothing important is likely to be left out, and so that 
nothing unimportant is likely to creep in. For example, if the 
curriculum maker had decided what the facts are which should 
be taught concerning South America, those facts should be indi- 
cated in the syllabus. To print merely, Geography, Grade 6, 
First Quarter, South America, is to invite a lack of understand- 
ing on the part of the teacher as to precisely what is to be done. 
Similarly in the case of spelling, if the curriculum maker has de- 
cided that only the words in common use should be taught in 
spelling, then it is not sufficient merely to print in the syllabus, 
'Teach only the common words. Few people have occasion to 
spell only when they write. The words believe, receive, pic- 
tures, knives * * * are common words. Such words as 
celestial, abhorrence, decalogue * * * are not common 
words." This no doubt is more specific help than most courses 
of study give. Yet if the superintendent is to be certain that 
the common words will be taught and that unusual words will 



i 



492 REPORT OF SCHOOL SURVEY 

not be taught, he can best ensure this by putting into the hands 
of the teacher, preferably as a part of his printed syllabus, a list 
of the actual words in most common use. These two illustra- 
tions, one from a so-called content subject, and one from a so- 
called formal subject, will illustrate what is meant by saying that 
the syllabus of the course of study must make clear to the 
teacher precisely what is to be taught. It will be seen at once 
that this demand will necessitate a considerable increase in the 
size of the syllabi. 

2. Functional Organization. 

It is not enough, however, to indicate merely the facts which 
should be taught. Hitherto it has been the habit of curriculum 
makers to put into the hands of the teacher dry and unorganized 
facts with the expectation that she would give them life and a 
vital organization. When it became evident that the teacher 
was not succeeding in this task, the superintendent prodded her 
a bit by inserting sentences into his syllabus such as "Organize 
the subject about the problems of your community. Make the 
subject vital by referring it to the affairs of everyday life." 

It is becoming increasingly clear, however, that such general 
advice does little if anything to bring the desired results. There 
is a rapidly growing belief that this responsibility for relating 
the subject matter to life outside of the school belongs partly to 
the curriculum maker and that such an organization should ap- 
pear in the syllabus. For example, if the curriculum maker has 
decided to his satisfaction that the important things about South 
America are those facts which are necessary to make us intelli- 
gent with regard to the chief problems which United States has 
to solve in our relationship with that country, then these prob- 
lems must appear in the syllabus. The following samples of 
such problems will show what is meant. "How may we best 
improve our trade relations with South America? How may 
we create a South American market for our exports? What do 
we buy from South America? Along what lines is South Amer- 
ican competition most keenly felt? In what way does a lack of 
proper transportation facilities interfere with our trade relation- 
ships? How does the Monroe Doctrine influence our relation- 
ship with South America? What wiil be the effect of the Pan- 
ama Canal in increasing South American trade? What are 
some of the most interesting places which the traveler to South 
America may visit? Such problems incite interest as no 



THE COURSE OF STUDY 493 

general statements of principles can. Of course, each of 
these problems will have to be broken up in the syllabus into the 
chief points necessary for its solution. To relate subjects to 
life in this fashion will also necessitate an increase in the size of 
the syllabus. 

3. References to Books for Teachers and Pupils. 

For each problem or topic given in the syllabus for any sub- 
ject, there should be in addition a wealth of references for the 
teacher and for her pupils. These should be placed in the sylla- 
bus after each topic or problem taken up and should not be 
assembled in the last pages under .the general headings of 
geography, history, etc. This saves time and makes more cer- 
tain that the references will be seen and used. Some scheme 
must be adopted in distinguishing between pupils' and teachers' 
references, and of indicating the relative worth of various books 
and articles. A convenient plan is to arrange the references in 
two groups, one marked teacher's references, the other, pupil's 
references. Books and articles of more than usual worth 
may be indicated by markings with asterisks, double as- 
terisks being used to distinguish those of exceptional worth. 
Through these references the teacher receives help in one 
of the most common weaknesses in teachers, a lack of schol- 
arship. She not only increases her own grasp of each prob- 
lem or topic which she has to teach, but has at her disposal 
a list of references which she may put into the hands of her 
pupils, to make their study more interesting and more profit- 
able. These lists, it may be remarked, should grow and should 
represent the best knowledge of the entire supervisory and 
teaching staff. 

4. Indicate Time to Be Spent on Each Problem. 

The syllabus should also indicate within rough limits the 
time to be given to each problem or topic. For example, in his- 
tory, one of the problems may be that of economic reconstruc- 
tion in the south after the civil war. In the syllabus the time 
allotment would be indicated as follows : 

How the South got on its feet, economically after the Civil 
War. Time, from 3 to 5 days. 

5. Improvement of Methods. 

So far the discussion has dealt with ways and means for im- 
proving the teacher's grasp of the subject matter which she has 



494 REPORT OF SCHOOL SURVEY 

to teach. The syllabus is also an effective medium for improv- 
ing methods of teaching. To be effective, however, it must be 
highly specific, concrete, and detailed. Discussions of abstract 
psychological and philosophical principles are not understood 
and usually could not be utilized even if they were. There are 
several effective methods of making syllabi concrete. One is by 
printing detailed directions as to methods. The danger is that 
such directions will be followed in a mechanical fashion, and so 
destro}^ the teacher's enthusiam for her work. Such directions, 
however, are especially helpful in drill work, or in any case 
where mere memory, or drill is to be used. 

Detailed plans of well taught lessons may be included. 
Such plans may be worked out by teachers who have been par- 
ticularly successful in teaching a special topic. Plans may also 
be taken from source books outside the school system. In all 
cases plans should be regarded as suggestive rather than as 
models to be followed minutely. 

A more effective help, although a more exepnsive one, is to 
be found in stenographic reports of lessons. In many ways 
these reports are even more valuable than actually seeing the 
class taught, since they can be retained to be studied part by 
part, and to be the basis of comparison with similar efforts on 
the part of the teacher. 

Teacher's methods may also be improved by including in 
the syllabus references to books and magazine articles on the 
conduct of the recitation, if arranged under the most important 
problems which the teacher faces. It is becoming increasingly 
common to include in the syllabus brief extracts or summaries 
of the most helpful portions of such books or articles. A very 
excellent example of combining such extracts with experimental 
data, and focussing both upon the improvement of instruction 
is to be found in the Baltimore County, Maryland, Course of 
Study. 

Summarizing, the syllabus of the curriculum may be made 
an efficient tool for helping teachers by: 

1. Showing precisely what is to be aught. 

2. Providing for a functional organization of each subject. 

3. Giving a wealth of references to helpful books and mag- 
azine articles for both teacher and pupils. 

4. Providing, within rough limits, the time to be given to 
each topic. 



THE COURSE OF STUDY 495 

6. Perspective. 

The relation of each subject to other subjects should be 
clearly indicated. Similarly the development of each subject, 
grade by grade, should be made clear. One way of accomplish- 
ing these results is a digest of the syllabi. 

7. Form of Issue. 

1. Provision for gradual completion. 

The problem of making a curriculum and a syllabus varies 
greatly in difficulty among the various subjects. For this and 
fbr other reasons some committees will complete the Avork as- 
signed to them sooner than is possible in the case of other com- 
mittees. Some form of issue should be adopted, therefore, 
which will allow for publishing portions of the work as rapidlv 
as completed. 

2. Ease of revision. 

No form of issue should be adopted which makes revision 
difficult. It should be possible to introduce improvement in any 
portion of any subject whenever such improvement has been 
worked out. 

Both this requirement of ease of revision, and the former 
one of providing for the gradual completion of the work, point 
to the loose leaf system as probably the best solution. Certainly 
the syllabus should not be bound with the superintendent's re- 
port, nor should the various syllabi of the subjects be bound to- 
gether. If reasons exist which make a loose leaf system, with 
binders, impractical for St. Paul, the next best plan is to issue 
the subject separately, with supplementary bulletins for each. 
In such case a very brief pamphlet containing an outline of the 
course of study as a whole, the daily program, and the time 
allotment, will be found valuable. 

8. Special provision should be made in the syllabi for testing 
the results of instruction. It cannot be assumed that satisfac- 
tory results are being secured. The outcomes must be meas- 
ured. Such tests stimulate both teachers and pupils by indicat- 
ing precisely what progress has been made. They are more 
effective when applied to the outcomes clearly specified in the 
syllabus, i. e., they should indicate to the teacher how she has 
succeeded in her efforts to develop certain specific skills, knowl- 
edge, tastes, etc. Of course, the standardized tests should be 
used, wherever satisfactory tests have been developed. 



496 EEPORT OF SCHOOL SURVEY 

9. Size of the Syllabi. 

This movement for more helpful syllabi is already find- 
ing many enthusiastic followers. Syllabi are rapidly growing 
larger. To be sure there are those who say that we may do too 
much for our teachers and so deaden their initiative, or that the 
mere bulk of such syllabi makes the cost prohibitive. To the 
first argument, the reply is that initiative is stimulated, not re- 
pressed by richness of suggestion. This seems true theoret- 
ically and it is borne out by the experience of those who have 
tried it. The best answer to the statement that the cost 
is prohibitory is found in the fact that states and cities 
are adopting the plan. The syllabi of the course of study 
in Indianapolis aggregate more than a thousand pages. Many 
of the smaller cities are increasing their syllabi at a rapid 
rate. The California course of study in spelling alone has 222 
pages. The bulletin, thirty-six lessons in Agriculture, prepared 
by Prof. W. H. Davis and issued by the Iowa Department of 
Public Instruction, illustrates admirably many of the points 
mentioned above. It contains 71 pages although it is for one 
subject in one grade. The Baltimore County, Maryland Course 
of Study has 653 pages. The Francis Parker School, Chicago, 
has issued a bulletin. The Morning Exercise as a Socializing In- 
fluence. The amount of detail found in these courses may be 
regarded as excessive. What the amount of detail should be 
cannot be stated arbitrarily ; the committee can settle the ques- 
tion for his own syllabus by asking: 

1. Does this syllabus indicate precisely what the out- 
comes are for each subject? 

2. Does it organize the materials in each field so as to in- 
sure a realization of these outcomes? 

3. Does it give an ample list of the most valuable books 
and articles for teachers and for pupils? 

4. Does it indicate, within rough limits, the amount 'of 
time to be given to each problem? 

5. Does it give to the teacher specific suggestions in each 
subject for improving the conduct of the recitation? 

Of course, bulk alone will not solve the problem. The syl- 
labus must have quality as well. But it cannot have the quality 
required without a substantial increase in bulk. 

It cannot be denied that more detailed curricula involve 
more work, greater ability, and increased cost. Most improve- 



THE COURSE OF STUDY 497 

ments in school work involve labor and expense. The increase, 
however, in labor and cost, is small as compared with the re- 
turn on the investment, first, in the immediate increase in teach- 
ing efficiency, and second, in the splendid realities gained by 
• training teachers in service. The really expensive syllabus, 
after all, is the one which is too meager to be a help and an in- 
spiration to teachers. 

VII. The committee may well be continued, even after its syllabi have 
been finished and printed. This will allow it to study its rec- 
ommendations as the}^ actually work out in classroom practice. 
No other group could suggest any changes which may be neces- 
sary, or work out improvements, with so little waste of effort. 
This constitutes a sort of follow up work much neglected in in- 
suring that syllabi actually get into efficient operation. 



THE GENERAL ORGANIZATION OF THE COURSE OF 

STUDY. 

The striking thing about the course of study in St. Paul is the 
large amount of time given to certain formal subjects and the rela- 
tively small amount of time given to content subjects. Nature study, 
hygiene, and civics do not receive a place on the program at all. This 
neglect of subjects of such paramount importance could not be justi- 
fied, even if it were shown that the formal subjects were improved by 
such an arrangement. The values included in them are too crucial. 
But their neglect is particularly objectionable in the light of recent 
scientific studios which show that large time allotments do not result 
in corresponding improvement in results, but in fact give no additional 
improvement at all. In arithmetic, in spelling, and in results as 
schools with high time allotments. 

Below is a copy of the time allotments for St. Paul as furnished 
the survey staff by the office. 



498 



REPORT OF SCHOOL SURVEY 



Daily Schedule in St. Paul. 



Grades Bl 

Opening Ex 10 

Reading ) 

Phonics ) 130 

Word St.) 

Geography 

Numbers 15 

Miscellaneous 15 

Language 20 

Spelling 

Music 15 

Penmanship 15 

Drawing 20 

Games and Ex 10 

Recess 20 



Al and II 
10 

130 



30 
10 
20 
20 
15 
15 
20 
10 
20 



270 300 

Industrial work 2 days a week in place of drawing. 



Ill and IV 
10 

100 

30 
40 

20 
20 
15 
15 
20 
10 
20 

300 



THE COURSE OF STUDY 499 



Daily Schedule. 



iour 


Minutes 




Grades 










V VI 


VII VIII 




I 


25 


Fund. 




Study 






25 


Study 




Fund. 






10 




Phys. Ex. 






II 


25 
10 


Fund. 


Recess 


Study 






25 


Study 




Fund. 




II 


25 


Fund. 




Study 






15 




Music 








20 


Study 




Fund. 


( 60min. 
( Grades 
( 5 and 6 


V 


30 


Draw. 


(3) Gen. Ex. (1) Man. Tr. 


(120 min. or 




15 




(Pen. (4) 
Spell.(4) 




( less 
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( 7 and 8. 


V 


10 




Recess 








25 


Fund. 




Study 






25 


Study 




Fund. 





If manual training period comes otherwise than shown, the ac- 
demic work lost is to be given in its stead. 

Min. 

Arithmetic 50 

Geography or History 50 

Language or Grammar 50 or 45 

Reading 45 or 50 

Drawing or General Exercises 30) 

Penmanship 15) or Manual Training 

Spelling 

Physical Training 

Manual Training and Industrial Work 

Recess 



500 



REPORT OF SCHOOL SURVEY 






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502 REPORT OF SCHOOL SURVEY 

The italized figures indicate excessive amounts of time given to 
certain subjects. These subjects are, Reading, throughout the grades, 
Language and Grammar in grades five to eight. Arithmetic in grades 
five to eight and Geography in grades five, six and seven. 

Comparison of the St. Paul figures with the average for fifty cities 
also shows that insufficient time is given to History in the grades be- 
low the eighth, to Elementary Science in all grades, to Physical Exer- 
cises in all grades and to Recess in grades one to six. 

Specific recommendations as to changes in time allotments will be 
made in the discussion which follows for each subject. In general 
much less time should be given to formal studies, the time thus saved 
being used in teaching the content subjects. 



ARITHMETIC. 

Arithmetic receives its share of the total recitation time in St. 
Paul. The work is based upon the adopted texts. The course of study 
is in the process of revision. The Committee appointed to revise it 
is particularly fortunate because of the large number of thorough- 
going studies that have been made relating to the organization of the 
teaching of the subject and also because of the new types of arithme- 
tical materials which are being introduced into the upper grades. In 
the case of arithmetic as in the case of every other subject of study, 
the committee in charge should give careful consideration to the out- 
comes of the subject and then it should attempt to organize and redis- 
tiibute the materials in terms of them. 

Is arithmetic taught to give information? Is it taught to give 
training to certain kinds of reasoning abilities? Is it taught to give 
facility in handling the fundamental operations? Why is it taught? 
Do the purposes vary with the age of the children? With the grades? 
If so, what can we expect of children at the end of the fourth grade? 
The sixth grade? The eighth grade? 

Following the consideration of such questions as the above should 
come others such as — What topics should be eliminated, if any? For 
example, should Troy measure be taught? Avoirdupois? Cube 
Root? Partial payments? Annual interest? The greatest Common 
Divisor? Compound proportion? What topics should receive in- 
creased emphasis if any? Should we increase or diminish the atten- 
tion given to the fundamental operations? to fractions? to saving and 
loaning money? building and loan associations? to investments? to 
public utilities? Clearly the answers to these questions would in- 



THE COURSE OF STUDY 503 

volve an inventory of the materials commonly taught under the head 
of arithmetic to determine those aspects which should be eliminated 
and those that should receive increased emphasis. It is also clear 
that the principle upon which these divisions will be made is the social 
utility of the topics under consideration. 

One is not merely interested in whether these topics shall be 
taught but in what grades they shall be taught. This becomes ex- 
ceedingly important in view of the present tendency to introduce 
junior high schools. These may call for a redistribution of the grades 
in which these topics are taught and of the emphasis which should be 
given to them. Many children will leave school at the end of the 6th 
grade. What knowledge of arithmetic and what facilities should they 
have at that time? 

In addition to knowing what topics should be included in arith- 
metic and how they should be distributed through the grades the com- 
mittee will also be compelled to consider the amount of time that 
should be allotted to each. In other words the time cost of achieving 
certain results should be carefully determined. 

Answers to many of the above questions and to others which they 
suggest can be found in the articles and books listed in the bib- 
liography at the close of this discussion. 

As has been intimated in the foregoing discussion there is a 
marked change in the emphasis that arithmetic is receiving. For- 
merly it was essentially a habit-making subject and instruction in it 
consisted largely of drill work. There is now, however, a decided 
tendency to socialize instruction in arithmetic. By this we mean that 
both the materials and methods are of such a character as to give 
the student mastery over those quantitative relationships which he 
must meet later in life. Plays, games, and the like have been intro- 
duced into the primary grades for the purpose of making the work 
more concrete and in the upper or grammar grades the material is now 
being organized around certain occupational interests. It has been 
found for example that the children should be made familiar not 
merely with the problems which arise in connection with banking but 
that they should know something about the bank itself, how it may 
be organized, how it does business. The same is true of a corpora- 
tion or a stock company. It is not enough for children to work with 
stocks and bonds. They should know how a stock company is organ- 
ized. They should know how an assessment is made. In other 
words they should be made intelligent regarding situations involving 
business relationships. Building and loan associations are quite com- 
mon throughout the country and yet people are unable to describe the 



504 KEPORT OF SCHOOL SURVEY 

way in which a building and loan association does business. The 

same is true of insurance companies and all forms of public expense, 

agriculture and the like. 

Among the articles and books which will be found of value to 

teachers in preparing a course of study are the following: 

R. E. Marsden. A Child's Appreciation of Number. Paidologist V, 
1903, 91-93. 

D. E. Phillips. Number and its Applications. Fed. Seminary V, 
1897-98, 221-281, 290-298. 

G. J. W. Patrick. Number Forms. Popular Science Monthly XLII, 
1893, 504-514. 

L. A. Arnett. Counting and Adding. Amer. Jour, of Psychol. XVI, 
1905, 327-336. 

C. H. Tudd. Studies in Number Consciousness. Psychol. Bulletin 
XI, 1909, 42-43. 

C. E. Browne. The Psychology of the Simple Arithmetical Processes. 
Amer. Jour. Psychol. XVII, 1906, 1-37. 

H. Suzzallo. Reasoning in Primary Arithmetic. California Educa- 
tion, June 1906. 

F. G. Bonser. The Reasoning Ability of Children of the Fourth, 
Fifth and Sixth Grades. Teachers' College Contributions to Ed- 
ucation, 1910. 

S. A. Courtis. Measurement of Efficiency and Growth in Arithmetic. 
The Elementary School Teacher, Chicago: (2) X, 1909, 58-74, 
177-199; (b) XI, 1910, 171-185; (c) XI, 1911, 360-370; (d) X[, 
1911, 528-539. New York City Report. 

C. W. Stone. Arithmetical Abilities. New York Teachers' College 

Record, 1908. 
J. M. Rice. Educational Research: A Test in Arithmetic, The 

Forum, XXXIV, 1902, 281-297 ; Causes of Success and Failure in 

Arithmetic, The Forum, XXXIV, 192, 437-452. 
J. C. Brown. An Investigation of the Value of Drill Work. Jour. 

Educational Psychol. II, 1911, 81-88. 

D. E. Smith. The Teaching of Arithmetic. Teachers' College Rec- 

ord, 1909. 
H. Suzzallo. Teaching of Primary Arithmetic. Teachers' College 

Record, March, 1911. 
Brown and Coffman. How To Teach Arithmetic. Row, Peterson 

And Company, Chicago, New York. 
Jessup and Cofifman. The Supervision of Arithmetic. Macmillan 

Company, New York. 



THE COURSE OF STUDY 505 

Civics : 

Civics, as a separate subject, does not appear on the program of 
the St. Paul Schools. Observation by members of the committee, and 
discussion with supervisors and teachers made it appear, moreover, 
that the amount taught incidentally in connection with other subjects, 
was insignificant. Nature study and Hygiene, two subjects which 
might afiford such an opportunity for incidental teaching, likewise 
have no place on the program. History is taught for so brief a time, 
that there is little chance to teach Civics incidentally in that subject. 
The nature of the text used, the emphasis in the work, and the 
methods of instruction, practically exclude the possibility of any train- 
ing for citizenship worth considering in connection with this subject. 
The organization of the work of geography, likewise is not of a char- 
acter to facilitate the correlation with civic problems. 

The needs of St. Paul demand that the children who go from the 
public school should receive more training in citizenship. The com- 
mittee should plan a special course in the subject, and should make a 
careful study of the possibility of securing some of the desired atti- 
tudes and knowledge, incidental to the study of other subjects. His- 
tory, nature study, hygiene, arithmetic and geography, should con- 
tribute much. Perhaps some of the time now given to opening exer- 
cises should be used to this end. 

The committee, to which is assigned the very important task of 
determining the course of study in civics, is particularly fortunate in 
the excellent publications available on this subject. The following 
are of particular value: 

The Teaching of Government. Report to the American Political 

Science Association, Macmillan. 
Hill, The Teaching of Civics, Houghton Mifflin Co., No. 23, 
(1915), No. 28, (1916), Bulletins of the Bureau of Education No. 17. 

Drawing : 

The work in drawing in the St. Paul schools is in a period of 
transition owing to the fact that the present supervisor has been in the 
city but a short time. 

The time allotment seems liberal at first glance, as compared with 
that in the fifty cities of the table, but when one remembers that the 
drawing period, in the lower grades, also included the work in manual 
training, the allotment for these grades is clearly too small. 

Drawing is correlated in the St. Paul schools with manual train- 
mg, at least through the first six grades, the drawing supervisor super- 



506 REPORT OF SCHOOL SURVEY 

vising- the work of both subjects. It is very difficult to separate the 
one from the other in many cases but for purposes of definiteness such 
separation must be made. To distinguish between the two subjects 
was especially difficult in the primary grades in the case of paper cut- 
ting, making doll hammocks, etc. 

Such activities may be regarded as being justified from the stand- 
point of art or from the standpoint of handwork. From the stand- 
point of art it is doubtful whether this material is the best material to 
use in developing either the ability to draw or the ability to appreciate 
art in any connection. It is, moreover, expensive. It is admittedly 
interesting to the children but this is not sufficient justification by 
itself, to justify teaching any subject. 

From the standpoint of handwork the material and the projects 
are poor. There is little of educative value in it. As outHned there 
is apparently no serious intention of throwing light on any industry or 
common social activity. 

It would seem that in making a new course of study the commit- 
tee concerned should determine for each project whether the principal 
purpose was to develop the child in artistic ability or to make him 
more intelligent with regard to modern industrial and social activities. 
This would not prevent proper correlation, but would insure the result 
in progress along some line. Isolated projects would be eliminated. 
From the third to the sixth grades, inclusive, manual training is 
largely neglected. In the seventh and eighth grades there is a sep- 
arate period for manual training and for domestic science. As a re- 
sult the drawing work of the grades above the primary, is more sys- 
tematic and better taught. Instead, some of the very best teaching 
seen by the survey staff was in the drawing classes in these upper 
grades. The emphasis, however, in most cases missed the happy 
medium and was either too formal, or too lacking in system. Much 
of this is due no doubt to the fact that the teachers and supervisor 
have not yet had time to understand one another. 

From conferences with the supervisor, and from a preliminary 
outline sketched for use in making this report, it was evident that 
plans were under way vastly to improve the quality of the art curric- 
ulum. The following recommendations are meant to facilitate put- 
ting these plans into operation. The committee on the course of 
study in art should consider: 

1. Changing the name from drawing to art. 

2. Increasing the time given to this subject, if the time allotment 
must also include instruction in manual training. 



THE COURSE OF STUDY 507 

3. Giving the art work a more decided focus to distinguish it from 
the work in other subjects. 

4. Introducing more picture, sculpture, architecture, and landscape, 
study, etc. 

The reports by Miss Cook and Miss Tall, also contain valuable 
suggestions on improving the work in drawing. 

Bibliography : 

Farnum, R. B., Present Status of Drawing and Art in the Ele- 
rnentary Schools of the United States. United States Bureau 
of Education, Bulletin, 1914, No. 13. 

Ayers, Fred., The Psychology of Drawing. Warwick and York. 

Sargent, W. Fine and Industrial Arts in the Elementary School. 
Ginn & Co. 

Sargent and Miller, How Children Learn to Draw. Ginn & Co. 

Munsterberg, Principle of Art Education. 

Dow. Theory and Practice of Teaching Art. 

FINE ARTS. 

The course of study which the director of art in the St. Paul 
schools has outlined for St. Paul is, as yet, in a formative stage, but 
the twenty-two pages of mimeographed material form a helpful work- 
ing basis for the grade teachers ; and the specimens of work exhibited 
in the classrooms throughout the city showed that, at the time of the 
visits of the survey commission, magazine and notebook cover designs 
with lettering, (a phase of the great printing industry) had been the 
projects for the month in the grammar schools. This indicates work 
along the right lines ; and the many grade meetings with teachers 
shows that the art supervisor is doing everything in her power to help 
meet the art needs of the course of the study. 

For the future, the following recommendations should prove 
helpful to all the schools of St. Paul. Some are suggested by the 
supervisor, some directly by the survey commission : 

1. According to the present time allotment of the daily schedule, 
three "30 minute" periods are devoted to drawing each week 
Grades 5-8. A better assignment would be two "45 minutes 
periods." 

2. The art department consults the household economics de- 
partment, and projects are worked out between the two: cos- 



508 EEPORT OF SCHOOL SURVEY 

tume designing, menu-cards, etc., but there is very little co- 
operation between the grade supervisors and the art super- 
visor. Yet so many of the projects in history, drawing, 
geography, school assemblies, etc., must be connected up with 
with the art side, that valuable opportunities are being lost 
every day by this loss of co-operation. 

3. The high school art department and the art department of the 
elementary schools are two separate and distinct organiza- 
tions. This means that the Avork is not always closely artic- 
ulated. 

4. The supervisor should find time to do more demonstration 
teaching than has been possible this year. 

5. The course of study should include suggestions for a course 
in art appreciation in the grades. The wall pictures in the 
St. Paul schools are artistic in a much more striking degree 
than is to be found in most school systems in the United 
States, but there seems to be no evidence anywhere that the 
wall pictures are studied by the children for their artistic 
value under the direction of either the supervisor or grade 
teacher; and the drawing bulletin does not definitely plan for 
trips to the art galleries of the city, to handicraft exhibits, to 
study the beautiful buildings of the city whether they be 
shops, churches, or the Cathedral ; or to give lantern shows of 
pictures of cathedrals or designs, or birds or flowers — (those 
media that show line harmony and color composition) ; or to 
visit a furniture store, or a wall-paper decorator's, or a book- 
bindery. 

6. The art course should be linked up with the industrial arts 
course. There is no industrial arts course, as such, yet form- 
ulated for the first six grades of the St. Paul schools, but when 
that is attempted, the art supervisor and the makers of the 
course in industrial arts should be in frequent consultation. 

• 

7. There should be a scientific attitude about the achievement 
of pupils in this subject as in all others. For the beginings 
of a testing scale in drawing, consult Teachers' College Rec- 
ord, March, 1917, for Thorndike's drawing scale. 



THE COURSE OF STUDY 509 

8, Some references that may prove especially helpful to teachers 
and citizens : 

James Parton Haney: The Stranger (A modern Mu- 
sical Play). 

An article written for the magazine, 
Good Housekeeping. 1915. 
Horace Mann, School Course of Study : Teachers' Col- 
lege, New York City. 
Dow, Theory and Practice of Teaching Art. 
Thorndike : Drawing Scale. Teachers' College Pub- 
lications. 
Kerschensteiner : The Schools of the Nation, Macmillan. 
Rusk: Introduction to Experimental Education, Long- 
mans. 

"The true purpose of art teaching is the education of the whole 
people for appreciation," says Professor Arthur Wesley Dow in his 
Theory and Practice of Teaching Art. He defines the language of 
art as consisting of three elements: Line — the boundary of space; 
Dark-and-light — the mass, or quantity of light ; Color — the quality of 
light. Through the medium of this language Professor Dow insists 
very emphatically that "The art course, to realize its purpose, must be 
a unit in its aim, through all grades. It must stand, first and last, for 
growth in critical judgment and appreciation of harmony." And then 
linking up the need for art consciousness in this America of ours, with 
its twentieth century industrial and social problems he explains the 
crux of the matter for the layman : "The progressive training through 
all grades in a perception of fine relations of space, tone and color and 
the skill acquired in execution are assets alike to the one who goes 
on to the higher grades, and the one who leaves school to enter the 
ranks of wage earners. The industries need trained minds more than 
trained hands." 

To guide us in our estimates of the work in any school system 
perhaps no conclusions will be more helpful than those made by Dr. 
George Kerschensteiner, director of education in the schools of Mu- 
nich, Bavaria : 

1. Method and matter must be judged by their value and the 
meaning to the child alone. (There should be no uniform or 
mass teaching, but the method should consider individual 
diflferences.) 

2. Drawing activities arranged in a hierarchy, (each activity in 
turn having its own hierarchy of habits) are as follows: 



^ 



510 REPORT OF SCHOOL SURVEY 



a. Wigwagging- of the scribble pencil (purposeless). 

b. The child sees meaning in the scribble. 

c. His mental image next directs, guides, and controls the 
drawing movements. 

d. He recognizes and names the product. (His own idea of 
the object.) 

e. He draws stories. ; 
f. He copies pictures. 

g. He copies objects in nature, and begins to use representa- 
tion (two dimensions), 
h. He foreshortens areas — (angles, receding of lines), 
i. He distinguishes between light and shade. 

3. Systematic and individual art instruction should be given 
after ten years of age when special talent develops. 

4. Puberty shows signs of pure art development. 

5. Artistic drawing is not a language that any large number of 
adults ever speak — therefore stress appreciation. 

6. Mechanical drawings and graphs in science should be studied 
by all pupils. 

7. Art intensifies life, so art productions are made and enjoyed. 
There should be pictures on school walls, the children having 
a voice in their selection. 

8. Pictures should be exchanged from room to room. 

9. More time should be given to seeing pictures, less to drawing. 
A wise teacher will find out how individual children choose 
pictures. Children should be encouraged to make picture 
collections or picture books, and they should be circulated as 
books of fiction and travel are. 

10. There should be : 

a. Art museums for experts ; 

b. Art museums for the aid of artists themselves ; 

c. Art museums for the working people ; 

d. Art museums for the children themselves ; 

e. Art museums, with lantern lectures, special rooms, spe- 
cial days for teachers and children. 



GEOGRAPHY. 

Present Plan : Evaluated and Criticised. 

Geography is systematically taught in the St. Paul Schools with 
the aid of a good text, from the fourth grade through the seventh. 



THE COURSE OF STUDY 511 

More interest is manifested in it and better work perhaps can be dem- 
onstrated in geography in the main, than in any of the other subjects 
included in the curriculum. This is partly due to the fact that a well 
worked out, detailed geography syllabus of 149 pages, published in 
1910, is still in use in the schools, the supervisors referring to it and 
commending it in the monthly outlines they send out (in lieu of a 
course of study). 

The syllabus recognizes the place of observational geography, 
fact geography, explanatory geography, and the principles of geog- 
raphy, throughout the grades, and contains much that the best of the 
recent authorities upon geography-method subscribe to. But its 
point of view is that of the advocates of correlation of ten or fifteen 
years ago, and history is featured as prominently as geography. For 
this reason it becomes difficult to suggest how the present plan can be 
used to better advantage. It would seem wise to discard it wholly 
and then build one from the point of view of geographical principles 
and geographical continuity. In such a scheme history, industrial 
arts, civics, current events and mathematics will have their place, but 
in an altogether dift'erent way. The main questions to be answered 
by the teacher for any of the subjects are: (1) What does this sub- 
ject contribute to the education of the child? (2) What does it alone 
contribute? When she can answer these two questions for all sub- 
jects she can be trusted to correlate as she pleases. 

If the St. Paul course-of-study-committee reorganizes the sylla- 
bus, it should develop such an outline as : 

The relation of school geography to the science of geography. 

Geography defined. 

The unity of the subject. 

The A. B. C.'s of geography. 

The importance of geographic principles. 

The importance of a knowledge of geographic facts. 

Judgment and power on the part of the pupil — 

To use the facts. 

To test accuracy. 

To be skeptical concerning authors. 

To use references, atlases and gazeteers, books of descrip- 
tion, and commercial reports. 

To test the clearness and accuracy of his own and other peo- 
ple's thinking about the causes and efifect in geography. 

To interpret pictures. 

Point of view of home geography. 

Point of view of the world as a globe in the fourth grade. 

Continent study. 



612 EEPORT OP SCHOOL SURVEY 



The use of the flat map and the transition from globe inter- 
pretation to flat-map reading. 

The atlas or map habit. 

The use of small outline or base maps. 

The use of texts and supplementary readers. 

The place of current events in the geography plan. 

Where, and what to teach of the geography of Minnesota and 
Ramsey County. 

Geography in relation to history. 

Geography in relation to industrial arts in the first six grades. 

Industrial and commercial geography. 

Suggestive lesson plans, ranging from a home geography les- 
son in the fourth, to a continent study lesson in the fifth, to 
a cause-of-winds lesson in the sixth, to an explanatory prob- 
lem in the seventh and eighth. 

A bibliography revised to -date for both teacher and pupil. 

There are other evidences of interest in geography. Much good 
drill work is shown in the classes in the principles of geography, for 
the children talk naturallv of longitude and latitude, winds and their 
results, old and new mountains — in a way that shows the school sys- 
tem is appreciative of the value of such work. There needs to be, 
however, more emphasis upon the relation of the principles to the 
facts of geography, but efficient supervision will soon take care of this 
point. Then, too, there is an organized Geographical Society, to 
which teachers belong. A January, 1917, notice reads : "The Geo- 
graphical Society will meet Wednesday, January 17th, at 4 o'clock, in 
the Madison Building, Topic: Method of Teaching Winds and Rain- 
fall." And besides this, optional after-school meetings, for teachers 
to discuss method in geography, have this year brought out an attend- 
ance of two hundred, and over, with the request for more meetings. 
All of these factors are indicative of progress. , 

Equipment. 

In the geography equipment in the various rooms was noted the 
absence of large globes, and of good physical wall maps. The "Pa- 
pier mache" relief maps in use in St. Paul, in no sense, present the 
vivid ideas that can be gotten from such maps as the Goode or the 
Sydow-Habenicht physical maps. There were individual globes in 
some of the schools. In many rooms there were evidences of illus- 
trative material that had been used: pictures, railroad folders, and in 



^ 



THE COURSE OF STUDY 513 

a few schools lanterns were mentioned as a part of the equipment, 
though none of these materials were seen in use. It would be well for 
the course-of-study-committee to inquire into the best thought of the 
day, about the use of individual globes, sand-tables, and memory 
maps. 

Summary. 

In conclusion the following suggestions are repeated for empha- 
sis: — 

(a) It is specifically recommended that the course of study be 
written from the point of view of geographical unity and continuity. 

(b) Since seeing geographical relations between position, sur- 
face, climate and mineral resources on the one hand; and soil, vegeta- 
tion, occupation and commerce on the other, requires the child's ma- 
turest reasoning efforts, it is to be hoped that geography will resume 
its place in the eighth grade of the St. Paul schools. We are glad to 
see that the Mimiesota Course of Study for Teachers also makes this 
recommendation for the State. 

(c) It would prove helpful to the teachers in the system if sug- 
gestive lesson plans, would be sent out to the teachers from time to 
time. This is not that the}^ may follow them blindly, but that the 
work of the teachers who are strong in geography may be used to help 
others of their colleagues who are less capable. Such type lesson 
plans are to be found in the Minnesota State Course of Study and in 
Earhart's Types of Teaching. 

References that may prove helpful: 

Minnesota Course of Study and Manual for Teachers, 1916. 
Dodge and Kirchwey: The Teaching of Geography, Rand- 

McNally, 1913. 
How to Teach the Fundamental Subjects, Kendall & Mirick. 

Houghton-Mifflin, 1915. 
Baltimore County (Maryland) Course of Study. 1915. 
Mt. Pleasant (Michigan) Normal School Course of Study. 

1914. 
Earhart : Types of Teaching, Houghton-Mifflin Co. 
McMurry: How to Study. Houghton-Mifflin Co. 
Strayer and Thorndike: How to Teach. Macmillan. 
Strayer: The Teaching Process. MacMillian. 
Wilson: Socializing the Elementary School Subjects. 

Houghton-Mifflin Co, 



514 REPORT OF SCHOOL SURVEY 

History. 



' 



History is not systematically taught in the St. Paul schools until 
the eighth grade, nor is the amount of incidental teaching large. The 
total time devoted to history, 250 minutes a week for 38 weeks, is less 
than one-third the average amount given to the subject in other cities 
in this country. The committee should consider this very significant 
in view of the present demand for greater emphasis upon the social 
sciences. 

I. Suggestions for making the course of study in History: — 

There should be a clear statement of the outcomes desired as a 
result of the study of this subject. The most common aim 
urged by progressive educators today, is -that of rendering the 
pupil more intelligent with regard to the most crucial problems, 
conditions and activities of today. This aim, put forth in the 
report of the Committee of Eight, has been so commonly ac- 
cepted that it seems certain that it should be given a much 
larger, if not the chief emphasis. The committee will be helped, 
in interpreting, or in modifying this aim, by reading the follow- 
ing references : 

1. The Report of the Committee of Eight. Scribners. 

2. The Teachers' College Record, September, 1915. 

3. Johnson, Teaching of History, Ch. IH. Macmillan. 

4. Bobbltt, What the Schools Teach and Might Teach, Cleve- 
land Survey. 

5. The Social Studies, etc. Bulletin, 1916, No. 28. Govern- 
ment Printing Office. 

6. The Fourteenth and the Sixteenth Year Books, of the Na- 
tional Society for the study of Education, Ch. IX-X. 

7. Robinson, The New History, Macmillan. 

II. Selecting the materials for the course of study. 

Items of subject matter will be added or eliminated accord- 
ing to whether or not they are needed in realizing the aim 
selected by the committee. Research in this subject is very 
difficult, and the committee may not feel that it is wise to 
wait for the completion of original investigations. The 
committee will find much help in the following references: 
1. The Report of the Committee of Eight. This report is 
most nearly the official one for the country. It can be made 



THE COURSE OF STUDY 515 

to serve as a tentative course of study while the committee 
is at work. A good criticism of this course will be found 
in the History Teachers' Magazine, for February, 1912. 

2. Teachers' College Record. Sept. 1915, pp. 33-59. 

3. Social Studies in Secondary Education. Department of the 
Interior, Bulletin 1916, No. 28. 

4. The Fourteenth and Sixteenth Yearbooks of the National 
Society for the Study of Education. 

5. Robinson, The New History. Macmillan. 

6. Johnson, Teaching of History, chapters 4, 5, 6, 7, 14, 15. 

7. Leavitt & Brown, Prevocational Education, chapter on His- 
' tory. 

8. Baltimore County Course of Study, pp. 385-547. 

in. The Problem of Grading. 

History should be taught ultimately in every grade except 
where its place is taken by some other social science, such as 
civics. The work outlined in the report of the Committee of 
Eight for the first five grades needs reorganization. In fact a 
national committee is now at work upon the entire course of 
study. 

The local committee should consider carefully the advan- 
tages of correlating local history with home geography. As a 
matter of fact the history and geography should reinforce each 
other throughout the course. 

It is possible, that in case the present Eight Grade system 
is continued, it may be advisable to begin the history outlined 
for the Sixth Grade in the Report of the Committee of Eight, in 
Grade Five, A. This will allow the second half of the eighth 
year to be given over to the study of present social and civic 
problems. The Committee will receive valuable suggestions on 
the phase of their work from a study of Johnson's Teaching of 
History, chapters 32 and 8. 

IV. Making the Syllabus. 

No matter how good a course of study the committee has 
in mind it will not be effective unless it is adequately placed 
before the teachers in the syllabus. A good syllabus should af- 
ford every aid to the teacher within the practical limits of size, 
etc. This implies 



51G REPORT OF SCHOOL SURVEY 

1. That it be explicit and detailed. It is doubtful if a satisfac- 
tory syllabus can be made in less than two hundred pages. 
The Sioux City, Iowa, syllabus contains two hundred sev- 
enty-six pages ; the Baltimore County course of study one 
hundred sixty-two pages. The committee should consider 
carefully the stimulus to be derived from a detailed syllabus. 

2. Much of the material in it should be organized problemat- 
ically. 

3. The progress from problem to problem should be clearly 
shown. 

4. The time given to each large problem should be indicated 
within rough limits ; as, for example. How the South recov- 
ered from the Civil War ; time, from one to two weeks. 

This course amounts to indicating the relative value of 
each problem and hence the relative emphasis to be given to 
it. Examples of this type of aid are the course of study 
outlined in the Teachers' College Record, Sept. 1915, and in 
the Report of The Committee of Eight, grades Six to Eight 
inclusive. 

5. Ample bibliography should be provided for each portion of 
the work. Both teachers' and pupils' references should be 
given and should be organized about the individual prob- 
lems with which they deal. The committee will receive 
much help from the following books : 

a. Andrews, Cambrill and Tall, Bibliography of History for 
Schools and Libraries. 

b. Channing, Hart, and Turner; Guide to the Study and 
Reading of American History. Ginn. 

c. Root and Ames; Syllabus of American Colonial His- 
tory, Longmans. 

6. Nothing is more needed in a syllabus than a list of projects, 
excursions and dramatizations. These should be suggested 
in connection with the problem with which they deal and 
should be described in detail. Sample lesson plans and 
stenographic reports taken from good class recitations are of 
great value. 

Hygiene : 

St. Paul is to be congratulated on the introduction of a director of 
hygiene, and a number of school nurses to assist him. It is to be re- 
gretted that, with the exception of occasional talks, the work is al-. 
lowed to stop with physical examination. Hygiene does not appear 



THE COURSE OF STUDY 517 

on the daily program. According to the teachers and supervisors con- 
sulted little health instruction is given at any time and that little with- 
out plan or system. In other words, the public schools do not make 
provision for each child completing the elementary school to have 
even an elementary knowledge of common health problems, nor do 
they insure the fixings of those habits and the inculcation of those 
ideals which will enable him to meet these problems. The fact that 
neither civics nor nature study have a place on the program eliminates 
any possibility of securing health instruction incidental to these sub- 
jects. The care of children, the care of the sick, hygienic clothing, the 
study of the dietary, and of the home, are given in many cities in con- 
nection with the courses in home economics; but in the schools of St. 
Paul because of the lack of time, or for other reasons, practically no 
such instruction is given in the elementary courses in this subject. 

This neglect is decidedly at variance with the common practice in 
the country, and with the common recognition today of the impor- 
tance of providing for the people's health. An unpublished study of 
the teaching of hygiene in 157 cities in the United States was made 
by I. N. Madsen recently at the State University of Iowa. The fol- 
lowing is taken from his results : 

No. of % of Total 

Grade Cities Time Given 

Teaching to Hygiene 

I 113 3.4 

II 118 3.2 

III 119 3.5 

IV 128 3.6 

V 129 4.0 

VI 127 4.0 

VII 126 4.3 

VIII 115 5.7 

This table should be read: Of 157 cities studied, 113 taught hy- 
giene in the first grade with a time allotment of 3.4% of the total time 
of that grade, etc. 

Hygiene should be taught systematically in the elementary 
school. The school should do its part to insure that the children leave 
the elementary school with right health habits, and with proper atti- 
tude toward and knowledge of the common health situations of life. 
In a city such as St. Paul, special attention should be given to com- 
munity hygiene. 



518 EEPORT OF SCHOOL SURVEY 

The committee assigned to make this course of study should give 
particular attention to the following problems: 

1. The opportunities for health instruction in connection with 
other subjects, particularly, in connection with nature study, 
civics and home economics. 

2. The relation of the work to the department of school nurses. 
Many problems can be taken up with the children most effec- 
tively by the school physician or by the school nurse. This 
is especially true of such problems is the hygiene of the or- 
gans of elimination. 

3. The committee should list very definitely the most common 
and the most crucial health situations and problems in life. 
It should outline these in the syllabus in detail. Definite pro- 
visions should be made for measuring the results of instruc- 
tion in this as in other subjects. Attention is called to the 
chapter on this subject in the Sixteenth Yearbook of the Na- 
tional Society for the Study of Education. 

4. Relation to Physical Education. Physical training should be 
planned to make certain definite contributions to hygienic 
habits and knowledge. Particularly in the case of games and 
athletics much can be done to teach the importance and 
methods of keeping in fine physical condition. There should 
be a definite contribution, also, through developing a taste for 
healthy sports, which can be continued after the pupil has 
completed school. 

5. The Committee will find the following books helpful in mak- 
ing this course of study : 

Hoag and Ternman, Health Work in the Schools, Houghton. 

Allen, W. H., Civics and Health, Ginn. 

Denison, Elsa; Helping School Children. Harper. 

Language : 

I. The course of study in language will be improved by narrowing 
the work done under this heading to improving language abili- 
ties. This subject, like spelling, is suffering from a lack of or- 
ganization and definiteness. St. Paul has practically no course 



1 



THE COURSE OF STUDY 519 

of Study in language. A bulletin gotten out this year, gives 
suggestions for grades in the technique of written composition, 
suggestions for one form only of oral and written English, viz. : 
reproduction of stories; advocates letter writing; discusses some 
type errors ; and states the place of formal grammar in relation 
composition. Probably the most suggestive sentence in this 
buletin is this: "The types to be taught in the grammar are 
made evident by the errors found in the papers (written com- 
position)." Often the materials presented and the methods 
used are not logically consistent even with such purposes as are 
se^t down in the language bulletin. 

For example, it seems unfortunate to combine the work in 
geography with that in language. Its principles of organiza- 
tion are certainly different from those which characterize com- 
position or grammar. Consequent!}^, and particularly in the 
lower grades, there is a likelihood that neither geography nor 
language will be taught well. The outlines sent out monthly 
to the teachers do not distinguish between the aims of the two 
subjects with sufficient clearness, and there was apparent, in 
many of the lessons observed, considerable confusion and a lack 
of evidence that anything like a progressive attack was being 
made on the difficulties of either of the two subjects. This does 
not mean that geographical or other material may not be used 
in language exercises. It merely means that in the period on 
the program given to language the chief emphasis should be on 
improving abilities in oral or written composition. 

Similarly, much if not all of the work done in poetry and 
literary appreciation would be given more properly in the read- 
ing-literature period. As in the case of geography, material 
taken from the reading lessons may furnish ideas for language 
exercises. Especially since much more time is given to reading 
than to language as compared with common practice through- 
out the country, it would seem advisible that lessons in appre- 
ciation be given in the reading period. Appreciation of good 
literature is an aim not to be confused with that of developing 
efficiency in speaking and writing. In a similar way, picture 
study might well be transferred to the period given to art. Sum- 
marizing, although in the language period much use should be 
made of ideas and experiences gained in other subjects, the em- 
phasis in these language periods first, last, and all the time, 
should be on improving the efficiency in oral and writing com- 
position. The committee appointed for the purpose of making 



520 EEPOET OF SCHCK)L SURVEY 

the course of study in language should give this point special 
attention. 

II. Basic principles: There should be more emphasis than exists 
at present upon the fundamental conditions underlying all good 
composition, and less reliance upon mere devices. The condi- 
tions essential to good composition are commonly given as fol- 
lows: 

1. That the child in writing keep well within the limits of his 
ideas and experiences, that is, that he limit his efforts in 
composition to subject matter which is clear in his mind. 

2. That he have a real audience. This implies that there is 
someone to whom he wishes to write or speak, and that this 
audience of one or more persons is real in the sense that 
audiences are real in life outside the school. 

3. There must be a proper technique of getting the ideas pos- 
sessed by the speaker or writer over to the real audience. 

These conditions must be kept in mind as a part of all good lan- 
guage work whether in the special language period or in the 
recitations of other subjects. The following sources of situa- 
tion for making language work real have been found valuable 
by teachers and supervisors who have given this problem much 
attention. 

1. Pupils of a given grade may keep those who are absent be- 
cause of sickness or for other good reasons, informed as to 
the work of the school. This not only affords a motive for 
composition but is a part of a training much needed every- 
where, in developing thoughtful attitude towards others, 
and in maintaining a fine school spirit. 

2. The children of one grade may ask and receive information 
on a given subject from pupils of another grade. This, like- 
wise, tends to build up a unity of spirit in a school. 

3. Closely akin to this latter is the use of the opening exercise 
acquainting pupils of other grades concerning items of inter- 
est taken up in the various grades of the school. This has 
been admirably worked out in the Francis Parker Year Book 
on Opening Exercises, and will be found an unusually rich 
source of language motivation. 

4. Pupils may write for information to manufacturing compa- 
nies, or to any source which promises to give the desired in- 



THE COURSE OF STUDY 521 

formation. Many manufacturing companies apparently 
feel that the time taken to inform public school children in 
this way is well spent. 

5. Pupils may write to pupils in another city or another part 
part of the country for information. Such inter-school cor- 
respondence should never be allowed to degenerate into 
mere gossip, but should be limited to definite inquiries for 
desired information, or to definite answers to inquiries re- 
ceived. 

6. Problems of the life of the school can be discussed in this 
way. Propositions with regard to any school activity may 
be thus brought to the attention of pupils of other grades. 
This class of composition exercises is of special value in 
schools where something of pupil self-government is at- 
tempted. 

7. Pupils may be encouraged to write actual letters as a part 
of the composition work. 

8. The most important source of composition materials is the 
regular work of the school. Such work reinforces the work 
of the subjects from which the material is drawn and saves 
tremendously in furnishing without further expenditure of 
effort the subject matter necessary for the language exer- 
cises. 

If these courses of motive are used, there will be little need for 
mere devices. 

The functional point of view. If the principles laid down un- 
der II are kept clearly in mind the committee will find little diffi- 
culty in lessening the unusual amount of formal work which 
now exists in the St. Paul schools. It will be likewise easy to 
give the various corrective exercises proper emphasis. Because 
of the seriousness of the unusual amount of formal work, the 
following recommendations are made : 

1. Effectiveness in writing or speaking, rather than adherence 
to grammatical conventions, should be the criterion by 
which the work of the pupils of each grade should be judged. 
This means that rhetoric is given the right of way over 
grammar. This is essential, if petty corrections are not to 
usurp the time which should be given to the development 
real writing and speaking power. Where children are en- 
couraged to criticize each other, such statements as, "I 
didn't understand the last point you made?" are better than. 



5!^2 REPORT OF SCHOOr. SURVEY 

"You said ain't." A conventional grammatical error is ob- 
jectionable because it interferes with a proper audience 
effect, but it must be kept in mind that it is possible to fail 
completely in reaching an audience and still speak faultless, 
grammatical English. The present syllabus is gravely at 
fault in stressing continually grammatical corrections to the 
neglect of emphasizing those principles essential to real 
writing or speaking power. 

2. The functional point of view implies that all distractions 
from a proper audience effect be eliminated. This includes 
grammatical errors but also includes poor tone quality, 
faulty enunciation, mispronunciation, fingering the features, 
lack of sincere audience attitude, lack of organization, ab- 
stractness, etc. 

3. All corrective work should be based on a study of actual er- 
rors made by pupils whether those errors be rhetorical, 
grammatical or otherwise. The corrective work recom- 
mended in the syllabus and occasionally very well carried 
out in the actual class room instruction is along the right 
line but can be much improved by giving the emphasis to 
those errors actually made with greatest frequency. It is 
perfectly feasible for a study of pupils' errors to be con- 
ducted in St. Paul after the manner of the investigations in 
Kansas City, Detroit, and elsewhere. A very complete 
description of such studies is to be found in the article by 
Charters, in the Sixteenth Yearbook of the National Society 
for the Study of Education. Special attention is called to 
table there quoted from a manuscript prepared by Mr. Ran- 
dolph. The special value of this table is that tiie criterion 
for checking errors which was used in the investigation was 
effectiveness rather than conventionality. 

4. The committee should seriously consider the advisability of 
substantially decreasing the amount of time given to the 
study of formal grammar. At present it is taught two days 
a week in Grade VII and three days a week in Grade VIII. 
This is equivalent to teaching grammar five days a week for 
one school year. In addition to this, a large amount of for- 
mal grammar is taught in Grades III to VI inclusive. In 
the language bulletin and in the monthly outlines sent out 
are statements which imply that formal grammar is to be 
given only in connection with the correction of errors which 
have been found. As a matter of fact, however, a study of 



THE COURSE OF STUDY 523 

the detail of the bulletin and the outlines shows that the em- 
phasis is actually upon formal grammar. At any rate, the 
effect- of the bulletins and of the outlines is to bring about 
classroom work, which is as formal, in general, as could be 
be found anywhere. The committee should familiarize itself 
with Briggs, Formal English Grammar as a Discipline, and 
with Hoyt, The Place of Grammar in the Elementary Cur- 
riculum, Teachers' College Record. 

IV. More attention should be given to forms of discourse other than 
the narrative. The present outlines and language bulletins neg- 
lect particuuarly plans for training pupils to make a point 
clearly, to give a technical description, or to convince an audi- 
ence. The neglect of these phases of English training was no- 
ticeable in all the language work observed by the survey stafif. 

Most of the qualities commonly thought of as belonging to 
good writing are much easier taught in exposition, technical 
description, and argumentation. These forms of discourse also 
give more opportunity for correlating language work with other 
subjects, particularly with those subjects which are organized 
problematically. On the other hand, many defects which have 
to be discouraged constantly may be actually stimulated by too 
much story work. This is particularly true of the loose "and,"' 
of incoherence, and of slovenly organizations. The committee 
should outline a definite plan for giving more attention to oral 
and written work in which the dominate forms of discourse are 
expository, descriptive, and argumentative. 

The story of course has its place, i. e., to be able to tell a 
story is an outcome worth striving for, but story telling as an 
ability is but one among many desired outcomes in language 
work. It may be even regarded as of minor importance as com- 
pared with some abilities now neglected. The committee will 
find Hall and Hall, The Question as a Factor in Efficiency in 
Teaching, rich in suggestions as to how story work may be best 
conducted. 



Manual Training. (Industrial Processes; Industrial and Social Life.) 

The committee appointed to make the course of study in manual 
training must solve two problems, (1), the complications growing out 
of the variety of supervisory officers into whose hands different aspects 
of the problem are given ; (2) the inheritence of much traditional for- 



524 REPORT OF SCHOOL SURVEY 

mal material which has been long associated with the term manual 
training. 

I. The relationship of manual training to drawing, home economics, 
nature study. 

In the first six grades the work in manual training is taught 
in connection with drawing. It includes conventional paper 
folding, paper cutting and pasting, and textile projects. Nearly 
all the materials are better adapted for art purposes than for 
manual training work. There is a lack of evidence of any dis- 
tinguishing aim for this portion of the work. As a matter of 
fact, there is very little manual work of any kind in Grades IV, V 
and VI, with the exception of the work in home gardening in 
Grade IV, which is taught under the direction of the supervisor 
of nature study. 

There are many advantages of having work in art and in in- 
dustrial arts closely correlated providing the specific aim for each 
project attempted is kept clear. The difficulty in St. Paul seems 
to be that in many projects it is not very clear either in the minds 
of the teachers, the pupils, or the supervisor what the purpose 
of each lesson is. In the case of such projects as cutting Christ- 
mas trees from paper and mounting, it is difficult to know 
whether the intention is to reinforce the work in art or the work 
in manual training. If it is to improve the artistic ability of the 
child, it seems clear that better materials could be found. If it is 
to give a child a manual skill usable in life outside the school or 
if it is to give him insight into the modern related industries, ma- 
terials, and products, then it is clear both from the outlines sent 
out and from the class room recitations that little if anything is 
accomplished toward this end. The present supervisor is handi- 
capped somewhat by inheriting a large supply of materials not 
of her choosing. The use of even those materials could be much 
improved. For example, making Christmas cards could intro- 
duce the paper and printing industries, the latter of which is very 
important in St. Paul. Correlation does not excuse a curricu- 
lum maker, or a supervisor, from the responsibility of insuring a 
specific outcome of educational worth as the result of each prob- 
lem or project taken up. Correlation is not an end but a means, 
and if as a result of combining these two subjects pupils are not 
advanced more rapidly along artistic lines, and in their ability to 
understand the industrial and social processes of the time, these 
subjects should be taught in separate periods. Owing to the 



THE COURSE OF STUDY 525 

complicated supervisory problems involved no recommendation 
as to whether or not such a division should be made can be set 
forth in this report, but the committee should consider very seri- 
ously whether or not the outcomes desired in manual training 
are likely to be secured if this subject is to be continued as a part 
of the work indrawing. 

It is essential in considering this problem that such vague or 
improbable aims as the training of the child's fingers, the develop- 
ment of initiative, cultivation of the imagination, training in 
habits of accuracy, be discarded at the outset. In so far as such 
results are obtainable at all, they are obtainable from other sub- 
jects. To allow such vague aims to persist is to encourage the 
lack of definiteness which now characterizes the work of these 
grades. Experience has shown that when in any subject, either 
because of the limitations of the subject or because of the limita- 
tions of the subject or because of the limitations of the teachers 
or the supervisors of the subject, no specific use in life can be 
given, the tendency is always to fall back upon such a statement 
as, "It trains the mind," or "It develops the imagination." It 
seems probable that the best escape from such generalizations 
consists in selecting only those projects which throw light on 
modern industrial and social life. As a result of the instructions 
in the subject in the elementary school, the child should be more 
intelligent with regard to the raw materials, process of manufac- 
ture, and the marketing in the case of each of the chief classes of 
industries, — metal working, textile, pottery, leather, food, etc. 
This should also imply introducing the child to the problems of 
transportation, problems of markets, problems of the middle man, 
problems of the interdependence of the city and country, etc. 
We should be more intelligent and more helpful in solving the 
related problems which arise in his own home. These are 
merely suggestive. After a detailed list of such problems has 
been made, the committee should rigorously exclude any project 
which does not contribute in a definite way to greater skill or 
intelligence in their solution. 

The work in Grades VII and VIII will be recommended 
elsewhere in this report. 

II. The preceding recommendations suggest that the term manual 
training be dropped. Industrial arts as a substitute name, is 
growing in popularity. The committee will find an especially 
helpful outline of such a course in the Speyer School Curricu- 



536 REPORT OF SCHOOL SURVEY 



^ 



lum, Teachers' College, Columbia University. This also shows 
a very interesting correlation between this subject and fine arts. 

References. (In addition to those mentioned above.) 

1. Andrews, B. R., Education for the Home, U. S. Bureau of 
Education, Bulletin, 1914, No. 37. 

2. Baldwin, W. A., Industrial-Scocial Education, Milton Brad- 
ley. 

3. Bonser, F. G., Fundamental Values in Industrial Education. 
Bulletin, No. 10, Teachers' College, Columbia. 

4. Carlton, F. T., Education and Social Evolution, MacMillan. 

5. Cole, Industrial Education in the Elementary School, 
Houghton. 

6. Cyclopedia of Education. 

7. Dewey, John, School and Society. University of Chicago 
Press. 

8. Dobbs and Zeitz, Handwork Bulletin, University of Mis- 
souri. 

9. Dopp, K., The Place of Industries in Elementary Educa- 
cation, University of Chicago Press. 

10. Eliot, Concrete and Practical in Modern Education. Hough- 
ton. 

11. Hanas, P., Beginnings in Industrial Education. Houghton. 

12. Stillmar, C. B., A Year's Work in Industrial Arts in the 
Fifth Grade, Speyer School, Buletin No. 14, Teachers' Col- 
lege, Columbia University. 

A very extensive bibliography of this subject and related prob- 
lems is to be found in Bulletins 2 and 6, Teachers' College, Bu- 
reau of Publication, Columbia University, New York. 

Nature Work and Elementary Science: 

Science does not appear on the programs of the various grades in 
the elementary schools. No space is given to it as a separate subject 
in the outlines sent out. The work in gardening in Grade IV seems 
to have been the only regular, systematic work done last year. How- 
ever, there is occasionally some nature study taught in connection 
with other subjects. In an age when all phases of life have been rev- 
olutionized through the application of science, this neglect is inde- 
fensible. Elementary science (Nature Study) should be taught in 
ever}'- grade in the elementary school. This is the practice in cities 
throughout the country (Fifty Cities). Four and one-half per cent of 
the total recitation time in all grades is given to science. In no grade 



i 



THE COURSE OF STUDY 527 

does the average for these cities fall as low as fifty minutes a week. 
In omitting science from the elementary school program, St. Paul is 
not only deviating widely from common practice, but in a direction 
diametrically opposed to the recommendations of the educational 
leaders in the country, and to the obvious practical demands of the 
time. As far as precedent in the St. Paul Schools is concerned, the 
committee appointed to make a course of study in science will have 
the advantage of starting with practically a clean slate. Its job will 
be difficult owing to the rapid developments in this subject. How- 
ever, there should be at least a tentative course of study in operation 
at the earliest possible moment. During the time taken to complete 
its recommendations, the committee may introduce the tentative 
course outlined by the present supervisor, or the course published and 
recommended by the Nature Study Review. Recommendations must 
be made by the Committee on each of the following problems: — 

1. The aim or purpose of teaching science in the elementary school. 

2. The specific subject matter to be taught. 

3. The methods to be used. 

4. The material, cost, etc. 

1. The Aim. 

In determining the purpose of teaching this subject, the com- 
mittee should ask, — what is the distinguishing function of nature 
study in life outside the school? In what situations is a knowl- 
edge of scientific method, or scientific subject matter needed. Such 
aims as to cultivate the power of observation, to give a love for 
the beautiful, to promote culture, to cultivate the imagination, 
should be particularly avoided. 

In many courses of study most of these — and others — are 
given as the aims for teaching this subject. This would be fatal 
• to definiteness of organization, even if such aims were clear or pos- 
sible of achievement. They are vague, however, and many of 
them are unsound. What is meant hy bringing the child in har- 
mony with nature What should be taught to this end? Such 
aims as developing the power of observation, the imagination, or 
the ability to think, are based on an obsolete theory of learning. 
Similar claims are made for other subjects and with equal pro- 
priety. Education today stands for a clearer definition of the 
terms and aims. Psychology, and common sense unite in dictating 
that we find out precisely what are the specific skills, or the spe- 
cific attitudes, or the specific habits, or the specific knowledge 



5^8 REPORT OF SCHOOL SURVEY 

needed in each of the common situations of Hfe, and proceed to 
give the precise training demanded. 



Selection and oragnization. 

The implications of the preceding section are (1) that the 
course of study shall be determined by the needs in every day life 
in St. Paul, and (3) that these needs shall be determined by the 
most careful invoice. A study made by Mr. J. W. Meyers and 
published in the Midland Schools, Des Moines, Iowa, (May, 1916) 
shows how these problems were attacked in determining a course 
of study for rural schools. Much of his material will be directly 
valuable to the committee. Some satisfactory method should be 
devised to determine scientifically the needs of St. Paul, but even 
if this is not done the judgment of the committee will be an im- 
provement over present practice, providing the social point of 
view is maintained. 

The committee should be cautioned against allowing botany, 
or even botany and zoology to usurp all the time. In a city such 
as St. Paul, it is imperative that the common application of chem- 
istry and physics be understood. These have been much neg- 
lected, even in the face of the obvious demands of a mechanical, 
and chemical age. 

In shifting from the vagueness and sentimentality of some of 
the aims listed above, the committee should not be led into the 
opposite error of limiting the instruction in science to the nar- 
rowly utilitarian phases of life. It is important that the housefly, 
the mosquito, the furnace, and the electric light be studied. There 
are other needs, however, which must not be neglected and espe- 
cially is this true of these which have to do with the recreational 
side of life. A study of song birds, the development of the flower 
garden, beautifying the streams, the improvement of parks, the 
operation of the motor boat — such items as these should receive 
special emphasis. 

In addition to these forms of instruction, the garden work 
should be better organized and extended. 

The instruction should not be limited to instruction in the 
facts of science and their application to life. The method of 
science, as contrasted with opinated statements, or speculation, 
statement of the fundamentals involved in the article on Scientific 
should be kept constantly uppermost. The committee will find a 
Method, by John Dewey, in the Cyclopedia of Education. 



'4 



THE COURSE OF STUDY 529 

3. Method. The point of view urged for selecting and organizing 
the course of study suggests that the method of teaching be that 
commonly referred to as the problem method. Much project 
teaching, (a special form of problem teaching) should be done. 
Home projects in ventilation, sanitation, etc., will help to insure 
that the class room work is carried over into life outside the 
school. (See bulletin by Prof. J. W. Woodhull, Columbia Uni- 
versity, on Science Teaching by Projects.) 

4. Because of the peculiar situation that no exists in St. Paul in con- 
nection with the teaching and supervision of this subject, the com- 
mitte must consider very carefully the matter of cost of materials, 
cost in time required, and cost in teaching and supervision, in the 
case of each phase of the work. Many items of high educational 
worth not now in the course of study can be taught at practically 
no expense. It seems certain that a moderate increase over the 
expenditures for the last few years would make possible carrying 
out of a first class course of study in this subject. 

References : 

1. The General Science Quarterly, for March, 1917, is of special 
value. It gives, in articles, by Caldwell, Woodhull, Eiken- 
berry, Brownell, and others, an excellent view of the modern 
trend in science teaching. A good bibliography is also in- 
cluded. 

2. The committee should examine with special care the last three 
or four volumes of the Nature Study Review. This magazine 
is an invaluable source of data for curriculum makers and 
supervisors. 

Opening Exercises. 

Opening Exercises are given a time allotment in the St. Paul 
Schools, of 50 minutes a week for the kindergarten and the first four 
grades. This is not excessive, judged by the standard of common 
practice, but it is too large an allotment not to have definite provision 
made for its proper use. Including the kindergarten, the time allotted 
throughout the grades, totals and amount equal to that given to His- 
tory. The syllabus makes no attempt to provide definitely what 
should be done in this period. Teachers are given much freedom, 
with the result that there is a wide variation in the content and in the 
value of the exercises. 

There is probably no period more effective for developing a 
proper spirit in the school as a whole. In many schools the time is 



530 REPORT OF SCHOOL SURVEY 

utilized in taking' up current events or matters of community interest. ] 
In any case serious consideration should be given to the types of ma- } 
terials that may be used during this period^and to the different modes 
of presentation. The committee having this portion of the work in 
charge will find a rich source of suggestions in the Francis Parker 
Yearbook, "The Morning Exercises as a Socializing Influence." 
Reading. 

The suggestions which follow are given in outline form to assist 
the committee which has the problem of constructing the course of 
study in reading, in keeping the various related problems in their 
proper perspective. The problem of primary reading is discussed by 
Miss Cook in the report on instruction in the primary grades ; the 
problems of upper grade reading by Miss Tall in the corresponding 
report for those grades. These two reports should be carefully ex- 
amined by the committee, as they contain the detailed criticisms and 
suggestions which will be of most help in improving the instructions 
in this subject. 

Attention should be called to the very large amount of time given 
to reading, as compared to the practice in fifty other cities in the 
United States. (See program.) The subject as taught in the St. 
Paul schools is also very formal, the emphasis given to phonics being 
particularly noticeable. A change in emphasis is demanded. Spe- 
cific recommendations will be found in the two reports on instruction 
and in the outline which follows : 

A part of the weakness of the course of study in reading in the 
St. Paul Schools lies in a failure to distinguish among the many func- 
tions which it serves and to apportion the emphasis among these func- 
tions on the basis of relative value. Among the functions which are 
to be found for teaching reading and literature in the elementary 
school, the following are- particularly important : 

1. To give skill in the use of the printed page as a tool. Plow to 
get meaning accurately, and with economy. 

2. To give the ability in getting this meaning to others through 
oral reading; building a taste for oral reading in groups. 

3. To create a taste for the right sort of reading. 

4. To give a knowledge of classics sufficient to understand literary 
references to them. This, with proper attention, may be gotten 
as a part and by-product of III. 

5. To develop a taste for the drama, etc. 

In the St. Paul schools at present, II occupies most of the 
attention although III and to a less degree, IV and V are ap-- 



THE COURSE OF STUDY 531 

parently recognized as secondary purposes. At any rate oral 
reading has been the mode through which these purposes were 
realized, if at all. 

Throughout the country recently, as a result of the coming 
of the social evaluation of all subject matter, there has been an 
increasing tendency to give more of the time of the school to I. 
Below will be outlined suggestions as to the method and ma- 
terials of each of these functions. 

The Purpose of Teaching Reading in the Elementary School. 

I. To teach the pupils how to get information accurately and with 
economy. (How to study books, etc., see recommendations for 
improving study habits.) 

This ability is one of the most valuable which a system of 
schools can give, but there has been little specific training in it 
up to the preesnt time. To be sure the children have had to 
exercise some sort of ability in preparing his lessons in all sub- 
jects, and particularly in history, geography, and science ; but 
they have been allowed to blunder along, without specific in- 
struction. Whatever improvement he has made, if any, has 
been through a crude sort of trial and error. In many cases 
indeed, the nature of the instruction in these subjects has been 
such as to prevent good reading habits. (See McMurry, How 
to Study, Houghton Mifflin Co., Boston.) 

Below is outlined a tentative plan for training in this ability: 

1. Children and adults need the ability to: 

a. Read material rapidly to get a general impression of its 
contents (as for example, to read a diary of a trip by 
prairie schooner to get an idea of the nature of such 
travel, or to pick out from a mass of data particular 
facts which are needed.) (As for example, skimming a 
book of travels for knowledge of costumes.) 

b. . Find material rapidly by the use of the index and the 

tables of contents. 

c. Use a library efficiently, through the use of guides, in- 
dexes, reference books, dictionaries, etc. The schools 
of St. Paul are unusually ill-equipped in dictionaries 
and reference materials. The proposed plan of co- 
operation with the public libraries should offer rich op- 
portunities along this line. 



532 REPORT OF SCHOOL SURVEY 

d. Read carefully where the material is difficult or in need 
of reorganization, 

e. Judge the worth or reliability of material which he 
reads. (Who wrote it ; does it appear to be carefully 
done, etc., the use of bibliography appraisals.) 

f. As a part of all of the above, take notes, and make out- 
lines for future use. 

2. The regular subjects of the curriculum, particularly history 

and geography will furnish the material for this training. 
Special subjects introduced for this purpose involve a large 
waste in time. 

Every recitation and every study period should have as 
an important part of its purpose, this training, but special 
periods must be set apart for direct instruction. 

3. Method : The ability to study economically can be devel- 
oped through : 

a. Making careful assignments. 

b. Careful checking in the recitation following the assign- 
ment. 

c. Special practice periods in skimming, the use of the in- 

dex, the use of the dictionary, etc. 

d. The_ assigning of special library problems to individual 
children. (Occasionally have time and method of re- 
search reported. Develop pride in rapid, thorough and 
efficient work.) 

e. See report on supervised study. 

II. Oral Reading. 1. The value in oral reading in life outside the 
school lies in : 

a. Giving pleasure to others as in, 

1. Sight reading of stories, poems, etc., at sight. 

2. Specially prepared poems, stories, etc. 

3. Dramatization of plays, etc. 

b. Giving information to others. In school, the opportuni- 
ties for this work in the discussions of ordinary class 
work are very numerous. This includes extracts from 
supplementary readings, passages to make or to clear up 
points under discussion, etc. 

c. The joy of expression, as where lyric poetry is read to 
to one's self to bring out the rhymth or the melody. 



THE COURSE OF STUDY 533 

These values will, of course, constitute the chief school 
values. However, the special purposes of the school may 
permit or even demand the introduction of special oral read- 
ing exercises. 

a. To develop clear enunciation. 

b. As a check upon the effectiveness of silent reading (al- 
though it seems likely that it is less valuable than such 
checks as, direct questions as to the shade of meaning, 
etc.) 

c. Because of the contribution to the social spirit of the 
school. 

2. A'laterials. These will naturally vary with the purposes. 
The values listed under (b) will be cared for as far as ma- 
terial goes in the regular class work in history, geography, 
etc., but the technique of the reading in such cases must be 
carefully attended to. Special lists under (a) and (c) must 
be made by the committee. 

3. Methods. 

a. Make the audience real by having material read which 
is in the hands of the reader but not of the hearers. 

b. Alake every suggestion help the reader to get over to the 
audience. Avoid, especially, over stressing form aside 
from this purpose. Do not spoil interest by too much 
discussion. See Hall and Hall, The Question as a Fac- 
tor in Efficiency in Teaching. 

c. As above under a pupils should be ready to substantiate 
points made by reading from sources of information. 
Encourage, as a part of the pupil's recitation, reading 
passages which illustrate points under discussion. 

d. Do not dissect. Have the pupils strive to bring out, 
through reading, the desired quality. (As. in Poe's 
Bells.) 

While pupils should never be allowed to be careless in enun- 
ciation special drill should be in separate periods. Other- 
wise the other values may be lost through centering too 
much on these mechanical technics. 

Creating a taste for the right sort of reading. This work can 

be given in two ways : 

1. As silent or library reading. 



534 REPORT OF SCHOOL SURVEY 

2. In special literature periods. (This should include the value 
designated in the introduction as knowledge of the classics.) 
1. Silent library, or individual reading of literature, etc. 

a. Purpose. This work is meant to allow an oppor- 
tunity for browsing and for individual taste, under 
proper guidance. 

b. Materials. These should be given in a detailed list. 
There should be given a minimum list of classics 
which every one should know, for utilitarian reasons 
if for no other and a larger list from which each child 
may choose according to taste. 

c. Method. 

1. Explain the term classic. Show the value of know- 
ing these not only for their intrinsic worth but also 
for their value in throwing light on historical refer- 
ence. 

2. Point out the impossibility of reading everything and 
the consequent need of a principle, by which to se- 
lect. Stress the social side of recommending good 
books to others. 

3. Give out cards upon which to keep a record of books 
or articles read. These cards may be kept in the 
following form : 

Author, Liked (estimate) 

Work. 
Remarks. 

Name of pupil Grade Date 

How long did you read this book? 
This work may be done at home and in periods as- 
signed to it in the regular program. Reports should 
be made at least once a week. Magazine articles 
should be accepted. 

2. Literature, regular class periods. Not less than two 
periods a week should be given to this work. 

a. Purpose. This work should introduce the chil- 
to literature likely to prove worth while to them. 
Selections slightly more difficult than would be 
suited for independent reading may be used. 

b. Materials. A complete list of materials suitable 
to the purpose should be made. 



THE COURSE OF STUDY 535 

c. Methods. 

1. Keep in mind that you are trying to develop 
a liking for each particular selection being 
read. 

2. Do not dissect, or use as a basis for compo- 
sition, or for teaching grammar. 

3. Special methods of treatment will vary ac- 
cording to the nature of the selection, as 
poetry, the short story, description. Sugges- 
tions will be given in the reports on instruc- 
tion by Miss Cook, and Miss Tall. 

References : The committee should read : 

1. The Sixteenth Yearbook of the National Society for the study of 
Education. Ch. II and III. 

2. Huey, The Psychology and Pedagogy of Reading. MacMillan. 

3. Kaapper, Paul, Teaching Children to Read. 

4. Jenkins, Francis, Primary Reading. Houghton. 

5. Hall and Hall, The Question as a Factor in Efficiency in Teaching. 

Spelling. 

In St. Paul, as in most cities, the chief defects in teaching spelling 
are first, a lack of proper focus ; and second, the prevalence of the hear- 
ing type of recitation. These two defects are pointed out in the be- 
ginning for the purpose of emphasis. They will be discussed along 
with other problems in the constructive recommendations which fol- 
low. 

I. Time Allotment. 

The time devoted to spelling is slightly less than the average 
for the country. The chief objection is not to the amount of 
time given to the recitation in spelling but to the inefficient way 
in which these recitations are conducted. This will be dis- 
cussed later. 

II. What are the outcomes desired? 

There should be a clear recognition of the specific outcomes 
desired in teaching this subject. Certainly the chief one is to 
enable the child to spell those words which are commonly used 
in the writing vocabulary of life outside the school. This is the 
use which dififerentiates spelling from every other school sub- 
ject. If other aims are to be included it is best not to confuse 



536 REPORT OF SCHOOL SURVEY 

the teacher and pupil by keeping more than one in the fore- 
ground in any given lesson. In other words, there should be in 
any period a definite focus upon the outcome desired. For ex- 
ample, in the adopted text, exercises in pronunciation should 
have pronunciation chiefly as the outcome desired. Nothing 
would improve the teaching of the subject so much as a clean 
cut recognition on the part of teachers and pupils of the diflfer- 
entiated purpose of each lesson. Only in this way can the 
adopted text be intelligently used. 

III. Method of selecting words. 

There is no reason why any normal child completing the 
St. Paul elementary schools should not be able to spell correctly 
any word commonly used. The following recommendations 
are made to guide the committee in making such a course of 
study as will assure this result : 

1. Word Lists. 

The committee must discover the words which the peo- 
ple of St. Paul most commonly use and particularly those 
which they commonly misspell. The technique for this pro- 
cedure may be obtained from such standard reports as Cook 
& O'Shea, "The Child and His Spelling," published by 
Bobbs, Merrill & Co., Indianapolis, Indiana, or Ayres, "The 
Spelling Vocabularies of Personal and Business Letters," 
published by the Russell Sage Foundation, New York City. 

Such investigations will of course take time. Mean- 
while, a tentative list of the commonest words can be made 
up from the article by Prof. Pryor, in the Sixteenth Year 
Book of the National Society for the Study of Education, 
published by the Public School Publishing Company, 
Bloomington, Illinois. This list of 1,478 words is made up 
of those words which are found in at least six of twelve 
studies described by Prof. Pryor. It seems certain that any 
child should be able to spell any one of these 1,478 words. 
This list, or the Ayres, "Thousand Commonest Words," 
which is included with it, may be used tentatively, while a 
more elaborate St. Paul list is being prepared, as the mini- 
mum list of common words which every child completing 
the eight grades should know how to spell. 

2. Written work corrected. 

There should be in addition, individual school, individ- 



THE COURSE OF STUDY 537 

ual pupil, and individual room lists selected from among the 
misspellings in written work. 

3. Relation to text. 

The committee will be confronted with the task of de- 
ciding the relationship of this obviously necessary work to 
the use of the adopted text. The text adopted is a decided 
improvement of the texts of a few years ago in that the 
number of words in it is but a little over six thousand. 
Many of the words, however, do not occur in common writ- 
ing needs. Some do not occur in any of the several re- 
searches which have been made up to the present time. On 
the other hand, there are almost one hundred words in the 
Ayres list which do not occur in the speller at all. 

It is recommended that the committee consider very 
seriously using many of the exercises in the speller not at 
all as exercises in spelling but rather as exercises under^e 
special purpose indicated by the heading of the lesson, such 
as pronunciation, diacritical marks, etc. 

IV. The committee will have the task of deciding which words 
should be taught in each grade. The two principles of grading 
so far proposed by various investigators, are, first, that of occur- 
rence in the child's vocabulary, and second, that of difficulty. 
The former is the basis recommended by Jones in his study, 
Concrete Investigation of the Materials of English Spelling, 
Vermillion, South Dakota. The latter is the basis used by 
Ayres in his Scale for Measuring Spelling Ability, Russell Sage 
Foundation, New York City. 

Prof. Pryor, in the Sixteenth Yearbook of the National So- 
ciety for the Study of Education, has made out a grade list 
assigning the various words to the grade to which they were 
assigned most frequently in graded lists. This list will not take 
the place of such studies as those conducted by Jones and Ayres, 
but it affords a tentative list to follow, while the necessary in- 
vestigations are being made. The committee should seek to 
discover the writing vocabulary of a given grade should not be 
taught in that grade. 

Writing: 

The ti-me given to actual practice in handwriting, in periods espe- 
cially set aside for the purpose, is no greater than that commonly given 



538 REPORT OF SCHOOL SURVEY 

in the schools of the country. There has been this year, however, in 
the bulletin sent out from the ofifice, an emphasis upon handwriting 
which causes an amount of attention to handwriting, both by the 
teacher and the pupils which is out of proportion to the relative place 
given to it in the time allotments. 

Considerable emphasis is placed upon penmanship in all written 
work, sometimes to the detriment of the quality of thought in such 
work. The attempt to form good writing habits in all written work 
is praiseworthy, but such habits must not be achieved at the cost of 
rendering the compositions wooden. It is suggested that these writ- 
ing habits might be obtained in the dictation work which is commonly 
given in language, or by allowing the children first to make a rougn 
draft of their compositions and then copy. 

The supervisor realizes this danger and would be satisfied with 
such an adjustment as has been suggested. The amount of time is 
tl|» maximum which she desires and is, no doubt, ample. Some evi- 
oence exists for shortening this period to ten minutes a day. The fact 
that some misunderstanding exists as to the emphasis desired makes 
it advisable to appoint a committee, with the supervisor as chairman, 
to consider especially the manner of correlation with other work, and 
to take stock of the accomplishment so far this year. 

It would probably also be well to explain a little more definitely 
the nature of the requirement for possessing a Palmer certificate or 
its equivalent in such a manner as more adequately to define, "Its 
equivalent." 

The committee appointed might well consider some modifications 
of the Palmer system particularly those suggested for the lower 
grades and for all grades under the problem of position, in such books 
as Freeman's Teaching of Handwriting, Houghton, Mifflin & Co.. 
Boston, and Thompson, "The Psychology and Pedagogy of Writ- 
ing," * and in the article by Nutt, in the Elementary School 
Journal for February, 1917. It would be well also to consider the 
use of standard scales and of such diagnostic devices as Freeman's 
Diagnostic Chart. The Fourteenth and Sixteenth Yearbooks of the 
National Society for the Study of Education contain reports of im- 
portant investigations by Prof. Freeman. 

The committee should also take advantage of the definite stand- 
ards set by Thorndike, Ayres, Gray and others showing the quantity 
and quality of handwriting that should be expected in each grade. 



♦Published by Warwick and York, inc., Baltimore, Md. 



THE COURSE OF STUDY 539 



The Use of Libraries in the St. Paul Schools. 

This Survey would be inadequate and incomplete if we did not 
make some reference to the use of the public libraries in St. Paul. 

There are very few school systems in the country that have the 
advantage of working with a public library in the way that St. Paul 
has. The Commissioner of Education has jurisdiction over the public 
library of the city, just as he has over the Department of Education. 
This makes a splendid possible working basis between these two de- 
partments in public education. 

Dr. Johnson, and his able assistant. Miss MacGregor, are doing 
all they can to further the work of the teachers. Public Library 
branches have been established in many of the public schools. From 
these branches, books are distributed by trained librarians one or two 
days a week, the community, as well as the school, benefiting by this 
scheme. The supervisors have access to the stacks of the library, 
and Miss MacGregor has placed in the reading room shelves of sup- 
plementary books for history, geograph}', literatufe, mathematics, etc. 
The teachers and pupils may handle these and use them at leisure. 
But better than this, the library is co-operating by sending out to all 
schools upon application, cases of books for supplementary work in 
the various subjects. In co-operation with the supervisors. Dr. John- 
son also has placed on his shelves many sets of twenty and forty 
copies of the same book, to be borrowed by the school. These books 
are classsified under Vocations, Geography, History and Literature. 
There are endless possibilities in such a scheme. 

We have one suggestion to make about the library stations in the 
schools. At no time did we see a class, or even one child, sitting in 
these splendidly equipped library rooms, and reading. Think of the 
immense gain to the history or geography, or literature, if children 
could be given a whole period, or even part of a period, in which to 
browse among the shelves, to find out whether there are any books 
bearing upon the topics they are studying. 

Establishment of Professional Libraries for St. Paul. 

Throughout these discussions relating to the preparation of a 
course of study and to syllabi of instruction, numerous references 
have been made to books and articles of a professional character. 
And there should be included in each annual budget enough money to 
provide for the establishment and maintenance of the library. 



540 REPORT OF SCHOOL SURVEY 

There should be established, for the use of teachers in St. Paul, 
a professional library. This might be done in several ways. The 
supervisors might have control of the library, at the office of the City 
Hall building. From this office could be issued bulletins several 
times a year, that contain lists of the best current periodical literature 
for educational purposes, as well as notice of the acquisition of new 
publications. Such a library might have on file current magazines 
and educational periodicals. It should also contain an up-to-date 
exhibit of mental tests, and subject matter tests for experimental edu- 
cation. With the system of close supervision that the present super- 
intendent has established there is every reason to think that profitable 
use would be made of such a library by the teachers. It might prove 
one factor in the further unification of the school system. Group 
meetings, where all sorts of propaganda can be issued, also can be 
made a medium for advertising the library. 

Then, too, with a public library working in such close touch as it 
does with the school system, a professional reading shelf can be estab- 
lished there, and bulletins issued to the schools from the library. 

The teachers' yearly Institute, which we hope is to be made a 
regular part of the scheme for progress in the schools, is always a 
means of keeping teachers up to standard in their professional reading, 
because experts in subject-matter and method are usually employed 
for Institute needs, and they carry with them suggestions for the best 
bibliographies on their subject, revised to date. 

Improving Study Habits — (Supervised Study.) 

It is as much the business of the pupils of the public schools to 
learn to work efficiently as to learn the facts or skills in any subject. 
The growth of supervised study, and the increased emphasis on silent 
reading are evidences of the recognition of this fact. Three influences 
have operated especially to bring about this recognition. First, an 
increase in all forms of social life, and a development of commercial- 
ized recreation (particularly the moving pictures), tend to lessen the 
amount of home study. Second, there has been a substantial develop- 
ment in our knowledge of and interest in economies in learning. 
Third, education and tests have shown large differences in native ca- 
pacities, and in rates of learning, with a result that special adminis- 
trative schemes have been tried in the attempt to facilitie the progress 
of the individual child through the school. Many of these attempts 
have included some sort of coaching or study supervision. 

St. Paul is to be congratulated for the recognition given to the 
problem and on the beginning which has been made in its solution. 



THE COURSE OP STUDY 541 

The scheme, already adopted in many schools in the city, of giving 
each teacher but one section should give unusual opportunities for 
teaching" pupils to work. The plan of co-operation with the Public 
Library should do much to provide facilities for real study, and to 
train pupils to use libraries efificiently. A special committee should 
be appointed to formulate a detailed plan for making the most of these 
opportunities and for developing an efficient system of supervised 
study. This committee should be chosen with extraordinary care, 
and should have the co-operation of some person who has made a spe- 
cial study of the problem of efficiency in learning. The following 
problems must be considered : 

A. The administrative features of the scheme. 

B. The relation of the work to the conduct of the recitation. 

C. Physical factors conditioning efficient work. 

1. External condition, districtions, temperature ; 
3. Defects : eye, ear, mal-nutrition ; 
3. Unhygienic habits. 

D. How to insure that the pupil will work. 

E. How to insure that the pupil will work efficiently. 

1. In using sources of knowledge. 

2. In learning. 

These points will be treated in some detail in the discussion 
which follows : 

A. Administrative adjustments do not solve the problem. They 
merely facilitate or hinder a solution. There are three common 
forms : 

1. The police system type where the teacher keeps order while 
the pupils study. 

2. The information bureau type, in which the teacher sits at her 
desk, helps pupils over difficulties and answers questions of 
fact, — most of which should have been looked up in reference 
books if the pupil is really to learn how to work in life outside 
the school. 

3. The inspection and assistance type, where the teacher goes 
from pupil to pupil inspecting the work. At its best such a 
system consists in stimulating recreant pupils and in helping 
slow ones. At its worst it consists in interrupting pupils sys- 
tematically in the midst of their work, by such questions as, 
"How are you getting along," or, "Do you find that interest- 
ing?" ■ 



542 REPOET OF SCHOOL SUKVEY 

There are other devices such as the extra period for dull chil- 
dren and the study coach. There are also all sorts of combina- 
tions among the three types listed above. The committee will 
find an exhaustive description of the various administrative 
schemes for supervised study in Hall Quest, Supervised Study. 

To repeat what was said at the outset, these schemes do not 
train the pupil to study effectively. They merely increase or 
lessen the opportunity for such training. 

B. The Conduct of the Recitation. 

The proper selection of materials to be taught and the proper 
conduct of the recitation are prerequisite to developing efficient 
habits of work. The former is the problem of the course of study 
and is the work of the special committees appointed for the pur- 
pose. Special consideration should be given to the following 
questions : 

I. What kind of lesson assignments facilitate efficiency in 
study, now and in the future? 
II. How may the recitation be conducted so that the greatest 
stimulus will be given to study? 
III. What is the proper distribution of the time in the recitation 
period between the treatment of work previously assigned, 
and the assignment of new work? 
IV. What use is to be made of the study-recitation type of les- 
son? 

I. Good study presupposes, (1) that the student sees some- 
thing of value in the thing to be studied, and (2) that he 
knows precisely what problem he is expected to solve. 
These prerequisites should be satisfied in the assignment. 
The committee will find many a suggestion concerning this 
phase of the problem in the following references: 
Earhart, Types of Teaching, Ch. VIII and appendix. 
McMurry, How to Study and Teaching How to Study, Esp. 

Ch. I, II, III, V, VI, X, XI. 
Strayer, A Brief Course in the Teaching Process, Ch. VIII. 
Betts, The Recitation, Ch. V. 
Hall-Quest, Supervised Study. 
Home, H. H., Story Telling, Questioning and Studying. 

Suggestions for making assignments in the special sub- 
jects will be found elsewhere in the report of the survey 
committee, under discussions of the teaching of those sub- 
jects. 



THE COURSE OF STUDY 



543 



II. The relation of the conduct of the recitation to efficiency in 
study. 

Many of the essential elements in good study, such as 
evaluation and organization of data, will be lacking so long 
as recitations continue to be "hearing" lessons. This is 
especially true where the teacher's questions are very nu- 
merous, calling for fact after fact with little reference to rel- 
ative value or large principles of organization. Such a 
method encourages cramming, often of a practically ver- 
batim sort. The child should be made to feel responsible 
for seeing the large problems, and for evaluating and organ- 
nizing data. In other words he should be more fre- 
quently encouraged to come to class with his problem 
solved, not with a few facts about it. Nothing, it may be 
remarked, in passing, would do more to improve oral En- 
glish. 

The committee will find the following references help- 
ful in solving this problem : 

1. Strayer, Brief Course in the Teaching Process. 

2. Earhart, Types of Teaching. 

3. Betts, The Recitation. 

III. The administration of the recitation and the study period. 
The following chart is descriptive of the common distribu- 
tion of time among recitation, assignment, and study: 
Arithmetic. 
9-9 :50 Recitation, 24 min. 

9-9:25 Assignment, 1 minute — very hurried and often 
omitted. 
9:25-50 Study, sometimes Arithmetic; more frequently 

some other subject. 
This procedure can be much improved. 

1. The recitation period (spent on work previously 
studied) will be much improved by shortening the time 
given to it and by demanding longer and better organ- 
ized pupil recitations. 

2. The time taken for the assignment of lessons should be 
materially lengthened. No set time can be recom- 
mended. Some assignments can be made efficiently in 
a very short time while others require most of a recita- 
tion. Teachers are much more likely to err in being too 
brief rather than in taking too much time. 



544 REPORT OF SCHOOL SURVEY 

3. The teacher should supervise more closely the pupils 
while they are getting started to work. 

4. The study of a given lesson should follow, immediately 
the assignment of that lesson. 

Summarizing, the chart given above might be 
changed. 

Case 1, where a teacher has but one section. 
Arithmetic. 9-9 :50. 

9-9 :15 Recitation on material previously studied. 
9:15-9:20 Assignment of new work. 
9:20-9:25 Pupils get to work, under teacher's supervi- 
sion, on material just assigned. Teacher an- 
swers questions as to source of material, etc. 
9 :25-9 :oO Pupils work, independently, as far as possible. 
The teacher may use her time to assist weaker 
pupils. 

Case 2, where teacher has two sections. 

8-B 7-B _ 

9-9:15 Recitation Study 

9 :15-20 Assignment 
9 :20-25 Pupils begin work 
under teacher's su- 
pervision. 
9 :25-40 Independent study Recitation 
9 :4n-45 Study continued Assignment 
9 :45-50 Begin study under su- 

pervision. 

Where there is but one section to a room, the division 
of time among the three stages in learning, the assignment, 
and the recitation can be made with much greater efficiency, 
since in any lesson whatever time is necessary can be taken 
for each step. 

IV. The fourth type of adjustment between the study and the 
recitation period is the study-recitation. In this type of 
lesson the study and the recitation are one. The survey 
staff saw an occasional lesson of this type. One, a lesson in 
Seventh Grade geography where the pupils recited with 
their books open, was an excellent example of the method 
at its best. A few lessons in the use of the dictionary were 



THE COURSE OF STUDY 545 

observed, but these were seriously hampered by the poor 
quality of the dictionaries and by the formal character of 
the work. Much more of this sort of work is needed in 
teaching pupils to study. 
References : 

1. Earhart, Types of Teaching, Ch. V, IX, XIV. 

2. Strayer, A Brief Course in the Teaching Process, Ch. 
IV, V, VIII. 

C. Physical Factors conditioning efficient work. 

I. In order to insure that the work of the pupils will be effi- 
cient from day to day his physical surroundings must be 
favorable. This means not only that the best conditions 
possible be maintained from the point of hygiene but that in 
so far as possible distractions be removed. Nor should the 
school stop with maintaining such conditions. It is impor- 
tant that the child be conscious of the fact that such condi- 
tions are necessary, if he is to carry over such knowledge in 
his study outside of the school. The teacher will find much 
help in the following references : 

Terman, The Hygiene of the School Child, the entire book. 
Whipple, How to Study Effectively, pp. 9 to 13. 

II. Especial attention given to the correction of defects of 
vision, of hearing, of posture, of nutrition, etc. 

The department if hygiene can be of assistance here: 
As under I above it is important that the pupils realize the 
seriousness of such defects. 
References : 

Dearborn, How to Learn Easily, ch. 5. 
Terman, Hygiene of the School Child, ch. 7, 8, 9, 11, 12, 13, 

14, 15, 16, 17, 19. 
Whipple, How to Study Effectively, pp. 7 to 9. 

III. Unhygienic habits. I and II above may constitute condi- 
tions beyond the power of the child to remedy, but he can 
control to a large degree his personal habits. The follow- 
ing references treat the more important of thcoC habits. 
Terman, The Hygiene of the School Child, ch. 20, 14, 11, 72. 
Whipple, How to Study Effectively, pp. 7 to 9. 
Sandwick, How to Study, ch. XI. 



546 REPORT OF SCHOOL SURVEY 

D. How to insure that pupils will work. As pointed out in the intro- 
duction a part of the problem which the various schemes for su- 
pervised study have attempted to solve, is that of insuring that 
the pupils will work at all. Most teachers would be satisfied or 
at least much pleased if something could be done so that their 
pupils would work every available moment, even if they worked 
with no more efficiency than at present. In other words, one 
problem is to increase the amount of work even though the quality 
of the study may not be increased. 

References : 

Whipple, How to Study Effectively, pp. 13 to 18. 

Sandwick, How to Study, ch. 1, 3, 10; and Part H. 

E. How to insure that pupils will work efficiently. So far the rec- 
ommendations have dealt chiefly with providing" right conditions 
for work and with insuring that pupils will work a sufficient 
amount of time. There is left the problem of insuring that the 
pupils work efficiently when they do work. This implies 

1. Economy in using sources of knowledge. 

2. Economy in learning. 

1. Economy in using the sources of knowledge. It is especially 
important in a democracy that every citizen be trained so that 
he knows where to find reliable information upon any public 
question. The right to vote in a democracy implies an inde- 
pendent judgment on the part of each man or woman to whom 
the right of suffrage is given, and it further implies that this 
judgment be based on accurate, reliable data. Every child 
leaving the public school should know the common, reliable 
works of reference such as dictionaries, special and general 
encyclopedias, the Stateman's Yearbook, etc., and should be 
trained in the use of them. He should know how to use the 
public library and should have the habit of using it. He 
should know how to judge the reliability of books, and of mag- 
azine articles. 

The steps already taken to secure better co-operation with 
the public library are in the right direction. In addition to 
the aid received from this source there should be a very defi- 
nite strengthening of the libraries in each ward school. Pu- 
pils would be benefited by being required to buy a first-class 
dictionary. If this is not feasible, the school should supply a 
number sufficient to have one for other child in the upper 
grades. 



THE COURSE OF STUDY 547 

Increasing the economy in learning. There is still left the 
problem of learning to work efficiently. Even if all adminis- 
trative devices are favorable, if the recitations are properly 
conducted, if external conditions are hygienic, if defects have 
been corrected and hygienic habits established, if the pupil 
trained to work a sufficient amount, and if he knows how to 
use the source of knowledge there is still the problem of in- 
creasing his efficiency in learning. The following references 
will give substantial help on this point: 

Whipple, How to Study Effectively, p. 19 ff. 
Sandwick, How to Study, ch. H, IV, V, VII, VIII, IX. 
Dearborn, How to Study Easily, ch. I, II, III. 

Only such references have been given as are easily acces- 
sible. Below follows a select list of references for the guide 
of the city Committee in the attack upon this problem : 

I. General references, no experimental data. 

1. McMurry, How to Study and Teaching How to 
Study, Houghton-Mifflin Co. 

2. Earhart, Teaching Children to Study, Houghton- 
Mifflin. 

3. Sandwick, How to Study, Heath. 

II. Material based more directly on experimental evidence. 

1. Strayer & Norsworthy, How to Teach, MacMillan, 
ch. 3, 4, 5, 6, 7, 10, 13, 14. 

2. Terman, Hygiene of the School Child, Houghton. 

3. Ebbinghaus, Memory. Teachers' College, Columbia 
University. 

4. Rusk, Robert R. Introduction to Experimental Ed- 
ucation, ch. 4, 7, 8, 9, 10, 12, 13. Longman's Green. 

5. Claparede, Experimental Pedagogy, Longmans, ch. 5. 

6. Sandiford, The Mental and Physical Life of the 
School Children, Sections 3 and 6. 

7. Kittson, How to Use Your Mind, University of Chi- 
cago Press. 

8. Home, H. H., Story Telling, Questioning and Study- 
ing. Macmillan, 

9. Hall-Quest, Supervised Study, Macmillan. 

10. Whipple, How to Study Effectively. Public School 
Publishing Co. 

11. Thorndike, Educational Psychology, Vol. II and HI, 
Teachers' College, Columbia University. 



548 KEPOET OF SCHOOL SURVEY 



SCOPE AND TIME OF THIS SURVEY. 

The data of this report have been obtained by personal observa- 
tion and by answers to questions asked principals and teachers. 
Fourteen days were spent in actual classroom visitation, and two days 
in additional inspection of the buildings and equipment. On one of 
these days, although no classes were in session, it being the interval 
between the two semesters, a number of teachers were interviewed. 
One-half of the visits were made during the closing days of the first 
semester and the first few days of the new term. This situation was 
unfortunate for the observation of recitations, as the classes were not 
meeting under normal conditions. In some cases no prepared recita- 
tions were in progress, and in others most of the time was given up to 
the organization of the overcrowded schools. This condition was 
especially true at the Mechanic Arts and Humboldt Schools which 
were visited at that time. The latter, however, a smaller school, had 
all its classes organized at the end of the first day of the new term. 
The other half of the visits were made after an interval of nearly a 
month. Upon the second series of visits, in which were included all 
the schools, except the Humboldt, conditions were more nearly nor- 
mal. The work of the reorganization had been completed and recita- 
tions were progressing regularly. 

It was unfortunate for the survey that nearly a week of time was 
lost in the middle of the year with closing the records of the term 
and with reorganizations. It should be said, however, that the fact 
of all the high schools being much overcrowded added measurably to 
the task of getting the daily schedule of classes into smooth running 
order this year, even though tentative estimates of the incoming 
classes had been received. 

The percentage of total teachers visited in the different high 
schools is as follows : Central, 48^ ; Mechanic Arts, 54^ ; Johnson, 
65^ ; Humboldt, 50^. In some instances the same teacher was vis- 
ited two or more times. In general the visits were from fifteen to 
forty minutes each in length. At the close of each school day numer- 
ous individual conferences were held, some at length, when the aims 
of the teachers were learned and methods and materials of instruction 
were discussed. Without exception, there was a complete willingness 
and even eagerness on the part of all teachers interviewed and princi- 
pals to answer the questions asked and to talk freely and frankly con- 
cerning individual class aims and practices and to volunteer such in- 
formation as would tend toward a fuller understanding of the schools. 



THE HIGH SCHOOLS 549 

The principals gave much help by their comprehensive discussion of 
administrative policies. All seemed to feel that the time had come for 
a clearer definition of aims in secondary education ; for a more com- 
plete co-ordination of the secondary schools of the city system, and for 
a closer articulation with the elementary schools. Further it ap- 
peared that there was an earnest desire for more constructive criti- 
cism of the teaching process, and for a co-operative efifort in working 
over the content of many of the subjects of the various curricula, with 
a view of such readjustment of units of work that the schools may 
better adapt themselves to the needs of the youth of the city. 



THE SECONDARY SCHOOL SYSTEM. 

The secondary school system of Saint Paul consists of four 
schools whose enrollment and capacity is as follows : 



TABLE I. 

Date 
School of Opening. 

Central (1865) 1912 

Mechanic Arts .... (1887) 1911 

Johnson (1889) 1911 

Humboldt (1889) 1911 

Total 2,850 179 4,506 

In general the schools are of the cosmopolitan type, similar to 
those of Saint Louis, as contrasted with the specialized high schools, 
technical or commercial, found in such cities as Cleveland, Ohio, and 
Springfield, Massachusetts. Although the name of the Mechanic 
Arts high school would imply a specialized type of school, the fact is 
that all the courses that are given in the three other schools are given 
here, and in the other schools most of the courses of the Mechanic 
Arts School are to be found. In the development of secondary edu- 
cation in Saint Paul, it was undoubtedly the purpose of the Mechanic 
Arts high school to serve as an institution of vocational or of technical 
training leading toward some of the industries dealing with wood and 
iron, and to some extent toward the vocation of home making for 







Enroll- 


Capacity. 


Teachers. 


ment. 


1,200 


69 


1,988 


650 


50 


1,154 


600 


33 


839 


400 


27 


525 



550 EEPORT OF SCHOOL SURVEY 

women. In the men and women who have been graduated from the 
school, some of whom have gone into industrial pursuits and others 
to higher institutions, the school has certainly justified its existence. 
Although its present aim is not indicated in its name, the school has 
been characterized by extraordinarily strong and efficient leadership 
and the dominant course of study has involved more work than the 
others required, so that only pupils of unusual ability and working 
energy have been able to be graduated. The leading course of stud}- 
or curriculum, the Mechanic Arts course, has had in it practically all 
that is contained in the academic curricula and in addition from four 
to eight hours a week of work in drawing and shop practice. These 
subjects are what were intended to give the course its vocational char- 
acter. Notwithstanding these subjects the course can hardly be called 
a vocational course, meaning that it prepares especially for selected 
industries or for home making, but must rather be regarded as a 
course of general training with extensive shop and laboratory oppor- 
tunities which make for vocational ideals. 

As the other high schools developed within the system, they were 
similarly equipped in proportion to their size and are serving a com- 
mon purpose as general or cosmopolitan schools. These newer 
schools in turn influenced the character of the Mechanic Arts School 
and its progress of studies, so that today this school differs actually 
but little from the others, although in the minds of many of the older 
teachers, especially, the school still has a distinct mission. In the 
future development of secondary education the question will have to 
be answered of whether the schools shall be specialized, each with a 
definite and conscious purpose which shall be dominant and exclusive, 
or whether each school shall offer what is offered in all the others, 
with perhaps only a slight difference in emphasis dependent upon the 
proportion of pupils choosing a particular curriculum. It is recom- 
mended that the cosmopolitan, or general type of high school be re- 
tained as at present, and that for distinctively vocational work a sepa- 
rate department to include the last two years of the high course, or sep- 
arate vocational schools parallelling the upper grades with the elemen- 
tary schools, be established in closest relation with the occupations 
selected. This plan does not preclude having carefully differentiated 
curricula within each school, wherein each subject will have special 
development in accordance with its place in a given curriculum. For 
example, in a home arts curriculum, the mathematical work would be 
so chosen as to bear particularly upon its application to problems of 
the home and its administration, while in the same year in a commer- 
cial curriculum the mathematics taught would be commercial arith- 



THE HIGH SCHOOLS 551 

metic. Similar differentiation would be made for the mathematics 
as well as for the sciences of the technical curricula. The cosmopolitan 
type of school offers a variety of curricula under the same adminis- 
tration, and each school offers as many as its size and facilities will 
warrant. 

There are no legal high school districts within the city, although 
naturally pupils attend the nearest high school. Once entered in a 
given school, there is comparatively little change from school to 
school. Since the Saint Paul schools receive state aid they are free to 
anyone in the state who is qualified to profit from their curricula. 
It happens that but few pupils from neighboring municipalities are 
enrolled. 

The present system has developed from the Central high school, 
which until 1887 was the only high school in the city and was located 
in what is now the Madison School. Then followed at practically the 
same time the beginnings of three other schools. In 1912 the new 
Central School was opened and provided with ample grounds. This 
school was soon crowded. 

At present all the schools are greatly overtaxed, and immediate 
relief must be sought since a continuation of present conditions will 
result in a decided lowering of the quality of instruction, because of 
lack of proper facilities for study. In each school there are from five 
to ten teachers without classrooms, and corridors and cloakrooms are 
used for recitation purposes. At the Central school four of the locker 
rooms have been utilized as study rooms, and the lockers removed to 
the corridors on all floors and to the basement. The Central school 
needs more gymnasium facilities, and with the other schools, needs 
additional teachers. In all the schools the lunch room facilities are 
too meagre as is shown by the fact that at the Central school the 
library is used as a lunch room, and at the Johnson school the gym- 
nasium ; moreover, two of the classrooms have to be used for a sim- 
ilar purpose. 

At the Johnson school both the typewriting room and the book- 
keeping room are badly crowded and the work suffers accordingly. 
Several of the rooms equipped for special work such as art, pottery 
work, physics and chemistry and mechanical drawing have to be used 
for a variety of other classes, with an unnecessary transfer of material 
and with some readjustment of the special equipment which means 
a loss of time and of teaching energy. While used for history recita- 
tions, the laboratories are denied to the pupils who would otherwise 
use them and the work in science is curtailed. Such a makeshift com- 
plicates program making. In the Johnson school the ventilation in 



552 REPORT OF SCHOOL SURVEY 

one of the recitation rooms on the second floor, which is occupied 
every period to the limit of its capacity, is especially poor. At this 
school, a part of one of the corridors has been partitioned ofT as a 
classroom, to meet the crowded conditions. At the Humboldt school 
the especial need is for at least seven more classrooms to accommo- 
date those teachers without rooms and to decrease the number of 
pupils who are obliged to use the auditorium for study purposes. 

In general, and in addition to the need of rooms to relieve present 
conditions, the rapid increase of school enrollment as shown by the 
following table makes additional accommodations imperative, if the 
present plan of high school organization is to continue. 



School. 



B 



Central 56 

Johnson 23^_ 



LE 
11 m 



>pnng 
G. 



1917 
Fall Spring 

B. G. B. G. 



1 1173 
6 491 

.oiO 4:65 

Mechanic Arts ^^1^ 

Humboldt 



748 1015 
294 402 
496 442 
213 248 



814 1174 
371 468 
600 554 
237 288 



LE 

Nur 



Sub total 



\q 2401 1751 2107 2022 2484 



Grand total 



t377 



Notes : 

Increase Spring, 191 
Increase in number c 
Increase in number c 



3858 



4506 



TABLE III. 
Increase in Enrollment By Schools. 

Spriny, 1913 Spriny, 1917 Increase Per Cent Increase 

p . , 1(^B7 1988 ;K)1 17.8 

,, ''^ (ir,6 839 183 27 8 

Johnson ^^^ 

,,,.., i77 1154 377 485 

Moclianic Arts ^°-'' 

,,,,,, 4^2 525 103 24 4 (2 vr>; 1 

(1915) 

TABLE IV. \ 

Table Showing the Number of Graduates. 

1913 1!I14 1915 1916 1917 

School Feb. June Feb. June Feb. June Feb. June Feb. June 

Central 210 ... 202 ... 230 ... 269 

.Mechanic Arts 19 70 13 67 14 88 15 103 15 ill 

Johnson 56 ... 62 ... 96 ... 86 ... H- 

i lumholdt 55 ... 60 ... 73 ... 71 . . . 4S 

Total 19 391 13 3!n 14 487 15 529 15 ••■ 

Grand total 410 424 501 544 



355-556 



TABLE II. 
High School Enrollment. 



School. 

Cciilral 564 

JolmsoM 23G 290 

Mechanic Arts 4S-"! 

lliinil)ol(lt 



1913 






1914 






1915 




1916 


1917 


11 Spring 


Fall 


Sprinj^- 


Fall 


Spring- 


F 


all 


Spring 


Fall 


Spring 


G. B. 


G. 


B. 


G. 


B. 


G. 


B. 


G. 


B. G. 


B. 


G. 


B. G. 


B. G. 


B. G. 


872 707 


080 


603 


854 


710 


081 


61-8 


002 


750 1053 


711 


972 


781 1172 


748 1015 


814 1174 


290 363 


393 


251 


324 


290 


415 


2G0 


328 


321 442 


304 


401 


356 491 


294 402 


371 468 


2S'.) 480 


2SS 


422 


253 


433 


281 


421 


230 


464 304 


502 


346 


605 465 


496 442 


600 554 














150 


103 


190 232 


207 


238 


234 273 


213 248 


237 288 



Sub total 1479 1662 1725 2031 1724 1957 1976 2401 1751 2107 2022 2484 

(^raiul total 3141 3756 3681 4377 3858 4506 



Notes : 

Increase Spring, 1915, to Spring, 1917, or 2 years, 750 or 19.9%. 
Increase in number of girls. Spring, 1915, to Spring, 1917, 297 or lt.2%. 
Increase in number of boys. Spring, 1915, to Spring, 1917, 453 or 22.3%. 



5^ 

or 

e\ 

sc 

cl: 

th * 

ds 

pt III. 

coent By Schools. 

fo 

pr Spring, 1913 Spring, 1917 Increase Per Cent Increase 

1687 1988 301 17.8 

656 839 183 27.8 

777 1154 377 48.5 

422 525 103 24.4 (2 yrs.^ 

(1915) 

IV. i 

nber of Graduates. 

1!»M 1915 1916 1917 

Feb. June Feb. June Feb. June Feb. June 

202 ... 230 ... 269 

i;! 67 14 88 15 103 15 91 

62 ... 96 ... 86 ... 117 

60 ... 73 ... 71 ... 48 

13 391 14 487 15 529 15 

424 501 544 



THE HIGH SCHOOLS 557 

One of the means of relieving the present high schools of first 
year pupils and of obviating the necessity for immediate enlargement 
in the very near future, would be the establishment of Intermediate or 
Junior high schools composed of pupils from the seventh to ninth 
grades inclusive. These schools should be established at strategic 
points in relation to elementary schools and to future high school de- 
velopment, and thus relieve the upper grades of the elementary 
schools, and at the same time provide additional opportunities for the 
younger pupils nearer their homes. When it is noted that approxi- 
mately forty-five per cent of the high school enrollment is found in 
the first year, the relief to the present high school buildings is at once 
apparent. The present manual training and home arts centers w^ould 
possibly serve as nucleuses for the organization of Junior high schools, 
since the practical arts are a vital part of the program of studies in this 
type of school. 

A beginning of this type of organization could well be made in 
the territory to the north of the Central school. With such a school 
in this neighborhood there would undoubtedly in time develop another 
high school which would include all grades above the sixth and thus 
meet the needs of the rapidly growing population of this section of the 
city. The educational advantages of the Junior High School are its 
chief merits for consideration and adoption. The reference here is 
primarily as an element in relieving the present crowded condition of 
the high schools. 

TEACHERS. 

The teaching stafif consists of 106 women and 58 men, not includ- 
ing the principals, of whom there are four. In addition there are five 
clerks. The Central School is the only school that has an assistant, 
principal. 

The legal qualifications of teachers are indicated in the following 
summary from ordinance No. 3299 adopted November 7, 1914. 

High School principals and teachers shall be graduates of a stand- 
ard university, or college, with successful teaching experience of at 
least two years in a first-class high school, or must hold a First Grade 
Professional Certificate with similar experience. This ordinance ap- 
plies to all teachers whatsoever including teachers of manual training, 
domestic science and art, commercial subjects, athletics, arts and 
crafts, music and physical culture, except teachers of manual training 
may oflfer successful commercial experience in their crafts in lieu of 
teaching experience. Teachers of the elementary grades who apply 



558 REPORT OF SCHOOL SURVEY 

for high school positions must meet the requirements for high school 
teachers. 

These requirements are admirable in furnishing a basis of gen- 
eral education for prospective high school teachers, but the require- 
ments should be made more specific regarding the special qualifica- 
tions for teaching any given subject or group of subjects. 

Conferences with many teachers revealed the fact that they were 
thinking seriously of their work, and were seeking better methods and 
clearer aims. Many were attending summer schools and others were 
taking extension courses. The general tendency, however, was not in 
the direction of experimentation, in the readjustment of subject matter 
within the classroom, or for any marked attempt at the co-ordination 
of one department with another. Many teachers expressed them- 
selves as desirous of serious study of their department problems, and 
awaited only some directive agency. 

A salary schedule is followed for the high school teachers, the 
range of salaries being from $850 to $1,600 with an annual increase of 
$100. No salary schedule applies to the high school principal. Their 
salaries range from $2,500 to $3,000. February 1, 1917, 51 teachers 
had reached the maximum and by September 1, 1917, the number will 
be increased by 16. 



GENERAL SUPERVISION. 

There is no special supervisor of Secondary Education for Saint 
Paul and the supervision of high schools is only such as the Superin- 
tendent can give with time taken from that required by the multifari- 
ous duties of his position. Moreover, the field of secondary education 
is becoming so highly organized and differentiated in the general work 
of administration that no superintendent in a city the size of Saint Paul 
can give to the high schools the time and attention necessary to their 
proper development and complete co-ordination. It would appear 
that in the past the high schools have been somewhat apart in interest 
and management from the other divisions of the city schools. There 
has been apparently no positive program of development coming from 
the central office, which would affect all the high schools. Individual 
schools and individual teachers are doing good work in comparative 
isolation. The separate schools are effectively administered but the 
high schools as a group lack co-ordination with the system at large. 
This condition is undoubtedly due in large measure to the frequent 
changes in the superintendency and in part to the decided change in 



THE HIGH SCHOOLS 559 

tlie general administrative control of public education from a Board 
of Inspectors to a Commissioner of Education, so that as yet no broad 
policy has been fully developed. 

If the public is to get the value of its investment in secondary 
education, this condition must change. There should be an assistant 
superintendent, or a supervisor of secondary education, who should 
have the responsibility, under the superintendent, of directing the 
high schools and of relating them more closely to the other parts of 
the system, as well as to assist in the reorganization of the content of 
the subject matter taught and of the methods of teaching pursued. 
This task can only be performed by personal inspection of class work 
and through conferences with high school principals and conferences 
with those teachers who teach the same or closely related subjects. 

By broadening the field of secondary education to include the 
work of the seventh and eighth grades, with that of the present high 
schools the entire time of a supervisor would be required. 

Today there are uniform courses given and practically uniform 
texts, but apparently a great diversity of aims within each subject as 
well as for each school. Revisions of subject matter were made in 
1916. These revisions, however, practically ignored questions of 
method and of dififerentiation to meet the needs of different groups of 
pupils found in the high school. In general, it would appear that the 
courses were developed in terms of the text books to be used. All this 
would be changed with a supervisor of high school work. What is 
needed is to begin with a clear cut statement to be understood by all 
teachers, of what the public school system is and what it should and 
is able to accomplish. General principles of education should be for- 
mulated and in the light of these principles, programs of studies and 
secondary curricula should be constructed as the needs of Saint Paul 
would indicate. Secondary education should be clearly distinguished 
from elementary and from vocational education, and executive as well 
as pedagogical policies determined. The special aims and adaptations 
of each unit subject matter taught will have to be determined if the 
time and energy of the pupils and of the teachers is to be used to the 
best advantage. 

All the high school principals seem anxious for a definite and pos- 
itive program of secondary education, and scores of teachers expressed 
a similar desire. In conference with the superintendent, it was learned 
that steps had already been taken in this direction. Among the first 
steps should naturally be the securing of an executive for the sec- 
ondary schools of the city. Assuming the Junior High School organ- 
ization, its development and supervision, together with that of the 



560 REPORT OF SCHOOL SURVEY 

last three years of the present high school course as a Senior high 
school, would be a most potent argument for the necessity of a super- 
visor of secondary education. 

In the general supervisory scheme there did not appear to be any 
definite relation, if any connection whatever, between the work done 
in such special departments as manual training, music, drawing, do- 
mestic science and physical training in the elementary and special 
schools, and that found in the four high schools. Consequently over- 
lapping occurs and the different kinds of activity do not advance pro- 
gressively throughout the thirteen years of school work. With the 
special supervisors co-operating with a special director of secondary 
education, all responsible to the superintendent, better work will result 
throughout the entire system. Then, too, the special activities will 
find their respective places in a comprehensive scheme of education, 
including both general and vocational education. The place of these 
activities in the upper elementary grades as a part of the Junior High 
School program would be more clearly defined. Again, these practi- 
cal arts, as well as music and drawing, are of so much value in a ra- 
tional scheme of general education that their influence should not be 
curtailed through lack of co-ordination throughout all parts of the 
school system. It is strongly recommended, therefore, that, with a 
supervisor of secondary education, the work of the general super- 
visors of the special activities be extended to include the high school. 

In the meetings that have been held for the discussion of admin- 
istrative policies there has been some advance made in the matter of 
uniformity in the credits required for graduation and in securing 
practically uniform blanks for reporting" important school facts, and 
for securing school supplies. This work of caring for supplies will 
be greatly improved by the recent appointment of a superintendent of 
supplies. 

The relation of the Saint Paul schools to the State System 
through the High School Board does not appear to be especially close. 
Certain money allowances which may be used for the school library 
and for apparatus are made, to each high school. Beginning January 
1, 1917, an allowance of $400 minus certain deductions is made by the 
State as special aid for commercial subjects and for domestic science. 
These allowances do not seem to imply any close inspection by the 
State authorities of the uses to which the money is put. The annual 
report, however, is made to the State Superintendent of Public In- 
struction. 

Educationally the schools comply with the minimum standards, 
and occasional visits from the High School Inspector occur. Some 



TEffi HIGH SCHOOLS 561 

pupils take the State examinations which have a bearing upon en- 
trance to the State University. From all that could be learned the 
supervision given by the State authorities is largely nominal and 
somewhat infrequent. Schools in cities like Saint Paul and Minne- 
apolis are apparently left to work out their own policies. 

Occasionally visits from the representatives of various depart- 
ments of the State University are had and as a result the work of 
some departments gets toned up. It was reported that in some par- 
ticulars the work in practical English, i. e., composition, written or 
oral, needed increased emphasis, a judgment based upon results ob- 
tained in the Freshman class by some pupils of the Saint Paul high 
schools. To this suggestion the teachers of English responded will- 
ingly. With a special executive in charge of the high schools there 
would be closer correlation with both the State Department of Public 
Instruction and the State University. Both of these agencies have 
much to contribute to the secondary schools of the State. 



THE ORGANIZATION AND ADMINISTRATION OF HIGH 

SCHOOLS. 

At the head of each school is a principal, who does no teaching 
The Central School, the largest, has an assistant principal, and two 
clerks. The other three schools each have a clerk, and in some cases 
incidental office help by one of the teachers. 

Upon each principal devolves the work of administration, includ- 
ing the preparation of the schedule of recitation, the organization of 
classes and the usual matters of discipline. In meeting the crowded 
conditions in the schools the principals have exercised commendable 
ingenuity. With the many administrative details incident to a school 
as large as any in the Saint Paul system there is very little time left 
for adequate personal supervision of instruction in all the different 
departments. Such supervision as is given is largely incidental. 
Meetings of teachers are held, but almost solely for administrative 
purposes and for perfecting the routine of the schools. Much of the 
latter work, however, is done through circular letters, and this plan 
has much to commend it in saving of time and in enabling teachers to 
have for reference memoranda of the practices to be followed. Com- 
paratively few meetings are held for the purpose of discussing prob- 
lems of secondary education. 

One of the great needs of the high schools is constructive super- 
vision of instruction systematically given, together with a clear for- 



563 EEPORT OF SCHOOL SURVEY 

mulation of aims regarding each subject. The first step to bring 
about such supervision and definition is through the establishment of 
department heads, e. g., for English, Modern and Ancient Language, 
Mathematics, Commercial Subjects, Practical Arts, etc. The heads 
of departments would act with the principal as members of a council. 
Through such departmental heads the work of a school could be uni- 
fied, and with heads of similar departments from all the schools, the 
principals, the Supervisor of Secondary Education, if he were to be 
appointed, and the superintendent would work out the content and 
method of each subject and activity, at least in general terms, for the 
entire secondary system. 

The departmental heads would from time to time hold meetings 
of the teachers of their respective departments to unify the work. 
Furthermore, the heads should be given fewer recitation periods a 
week than the other teachers in order that they may have time to visit 
recitations and secure a basis for subsequent suggestion and help to 
their teachers. By this arrangement the principal would not be 
free from the ultimate responsibility for the quality of the instruc- 
tion in his school, but he would have the assistance of a group of spe- 
cialists. No one person is sufficiently equipped to supervise closely 
the teaching of all the subjects taught in a large cosmopolitan school, 
but with the departmental organization he can come nearer to know- 
ing the important matters connected with each class than otherwise. 
With heads of departments would undoubtedly come a revision of the 
salary schedule. Moreover, to do effective work the school day would 
need to be shortened at least one period, or the schedule of classes re- 
adjusted to provide opportunities for various meetings and confer- 
ences, and for extra classroom activities which are under school con- 
trol. The appointment of department heads in all the schools is 
strongly urged even though only the larger departments be organized 
at first in each school. 

Even without the formal recognition of this plan of organization 
it was found that teachers of the same subject had been meeting from 
time to time and that further, general committees made up of repre- 
sentatives from the different schools had met and made recommenda- 
tions regarding the content of various subjects. Such work is only 
occasional, but nevertheless is admirable. The departmental organ- 
ization makes possible continuous readjustment, and fixes responsi- 
bility. 

Each school is completely reorganized twice a year, in September 
and February respectively. This means complete revision of the 
daily schedule of recitations, and in many instances necessitates many 



THE HIGH SCHOOLS 563 

pupils having to meet different teachers twice a year. This condition 
is especially unfortunate with those pupils in the first school year who 
have difficulty, even under the most favorable conditions, in getting 
adjusted to the changed character of the instruction and the adminis- 
tration in a high school in comparison with what they have been ac- 
customed in the elementary grades. In many instances there was 
evidence that some effort had been made to keep pupils with the same 
teacher throughout the year, but in many cases unfortunate results 
follow failure to so assign the groups. 

In the case of beginning German at one school, the pupils had 
been instructed by the direct method in the first semester, and in the 
second semester met a teacher who used the grammar-reading method 
almost exclusively. This meant confusion to the pupils for some few 
weeks and a loss of momentum in learning this language. With 
departmental heads and with some general agreement among the 
teachers of German as to what method should be followed in a given 
school with first year classes, some of the difficulties would be ob- 
viated. It is not a question now as to which method is better of those 
cited, but rather of agreement upon some one method so that if there 
must be a change of teachers at the end of the first semester the loss 
to the pupils shall be as small as possible. Again teachers hardly get 
to know the capacities of their pupils by the end of a single term. 
AVhere pupils in the latter terms of their school course have estab- 
lished habits of study and have a greater power of self-direction the 
change of teachers is attended with less confusion. 

The following tables will give the details regarding sections and 
the total number of pupils studying each subject by schools: 



564 



REPORT OF SCHOOL SURVEY 



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o 



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570 



REPOET OF SCHOOL SURVEY 



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THE HIGH SCHOOLS 



671 



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5<a REPORT OF SCHOOL SURVEY 

One commendable feature of organization that stands out some- 
what prominently is the evenness in the size of the various classes in 
the different schools. No considerable number of classes is excess- 
ively large. At the Central School, for example, out of 69 recitation 
sections in English not a single class exceeds 30 pupils, while the 
smallest class, found in the eighth term, has 14 pupils. Out of 21 
classes in Latin, but three exceed 30 pupils, and these are 32, 33 and 34 
respectively. In German an equal proportion exceed 30 pupils each. 
In algebra only one class exceeds 30 out of 22 recitation sections. At 
the Johnson School out of 29 sections in English, 9 have from 30 to 33 
pupils each. Five sections of Latin have a total of 105 pupils with no 
class greater than 27 pupils, while in German out of 10 sections no 
class exceeds 29 pupils, and the smallest class has 17 pupils. In 
9 classes in algebra all are under 28 pupils each. From the tables 
other facts of significance appear. 



THE SCHOOL DAY. 

Until September, 1916, the school day began at 8:30 a. m. and 
closed at 1 p. m. and was divided into six recitation periods. There 
was no period for luncheon, hence no provisions were made for lunch- 
eons at school. Beginning in the fall of 1916, the day was organized 
into eight periods and the hours of session lengthened to 3 p. m. This 
change affected all but the Central School, which went upon the new 
schedule in February, 1917. Each school was equipped with lunch- 
eon facilities and admirable lunches at a reasonable cost are provided 
and administered by the school. 

Moreover, in each school one period was left free of recitations to 
be used as a period for supervised study, each school being free to 
determine the particular period to be so employed. The normal work 
of a teacher under the present plan is to conduct five recitations and to 
have charge of a study room at least two periods a day, as compared 
with the previous plan of five recitations, a day and one period, in most 
instances for the supervision of a session room. But few teachers 
taught six classes a day. In all but the Central School the hour for 
luncheon is the same for all pupils. At this school because of the 
numbers, pupils go to the lunch room in two sections, one section 
being in the session room for supervised study and the other at 
luncheon. 

The eight period day is an innovation in Saint Paul and intended 
to meet two conditions, (1) to provide an additional opportunity for 



THE HIGH SCHOOLS ' 573 

study under direction and (2) to make possible a greater number of 
classes. 

It is true that more recitations a day may be had by this arrange- 
ment and it is probable that better work can be done by teacher and 
by pupil than in the former short day. To answer this question with 
any degree of satisfaction it would be necessary to have comparative 
records of similar classes under the old and the new plan. 

Supervised study, which generally means study under direction 
with specific times and conditions for study and help as to methods of 
study has had much discussion in recent years, and many interesting 
experiments have been conducted under a great variety of conditions. 
From an observation in the four schools at Saint Paul the conclusion 
is here drawn that very little of real "supervised study" is in progress 
and that relatively few teachers realize its full meaning. 

Supervised study is coming to mean a new and vital conception 
of classroom activity, whereby a pupil is trained to attack problems 
connected with the subject in hand, and to organize his experiences 
^into large controlling concepts, and further to gain power of initiative, 
all of which is so important in school as well as in after life. While 
there must be some external means for controlling the conditions of 
study, the mere study period, whether occasional for a particular 
group of pupils, or as a special period set apart for the whole school, 
does not meet the point of the situation. Supervised study means an 
internal readjustment of the recitation period and a re-direction of its 
activities. It means a fuller recognition by both teacher and pupils 
of what might be called "units of instruction" within a subject and of 
the "project method" as applied to all high school subjects. 



TEACHER ADVISERS. 

In each school there has been more or less completely developed 
a pupil adviser system, as an aid to effective educational guidance. 
The teacher adviser is usually in charge of the "session room," to 
which groups of pupils report before going to the recitations of the 
day. Such teachers are known as "enrollment teachers." Most of 
the routine work of distributing and collecting the report cards, mat- 
ters of absence and excuse are handled here. In two schools, the 
Johnson and Humboldt, an attempt is made to keep the pupil with 
the same teacher as adviser throughout the entire period of school 
attendance, and in other schools the advisers for a given pupil change 
at least once a year. In the Humboldt school, where the adviser sys- 



574: REPORT OF SCHOOL SURVEY 



1 



tern has been in operation for several years, the teacher advisers are 
given especial care, in addition to their general session room duties, 
of pupils in particular courses. For example, there are six teachers 
who keep especially well informed regarding college entrance require- 
ments and to whom are referred pupils headed toward higher institu- 
tions. Another group of seven teachers advise particularly regarding 
business conditions and employment for those pupils in the commer- 
cial group. Occasionally home visits are made by the teacher ad- 
visers. General pupil welfare work is admirably conducted at the 
Central School through a teacher who gives a considerable portion of 
her time to keeping in touch, either by telephone or by home visits 
with pupils who are dropping out, or who are doing poorly in their 
work. This is in addition to the work of the regular session room 
teacher. Especial attention has been given in at least three schools 
to the records of pupils in the first semester of high school work in 
comparison with their elementary school records, and by timely sug- 
gestion and help many pupils have been retained in school. 

The field of educational and vocational guidance has not been 
carefully analyzed until in recent years and its importance is coming 
to be more fully realized. The beginnings made in the Saint Paul 
schools are highly commendable. Evidence that the life-motive idea 
is being impressed upon pupils was apparent in other ways than 
through the pupil adviser plan. The Shorthand Club at the Johnson 
School is a very obvious attempt to bring before pupils the require- 
ments and rewards in a business career. Many instances were found 
where individual teachers were trying to test out interests and capaci- 
ties, and to re-direct energy into prepareful channels. Some begin- 
nings have been made in the Johnson School to combine vocational 
guidance with the oral and written work in English following the plan 
so successfully carried out in the Grand Rapids, Michigan, high 
schools. 

One of the most effective arguments for the Junior High School 
is the possibility of so arranging its work that pupils will be given a 
variety of educational experiences which will help him and his ad- 
visers in planning his future course of employment, or training or of 
study. The Junior High School affords greater possibilities through 
its flexible administrative scheme than does the present elementary 
school with its uniform curricula. Upon entrance to the Senior 
School at the beginning of the tenth school year the task of guidance 
has two phases, one is advising regarding curriculum, and the other is 
by study, by talks, and by reading to arouse and keep constantly be- 
fore a pupil the life-career motive. If in the Junior School a pupil 



THE HIGH SCHOOLS 575 

has studied Community Civics and has been given some knowledge of 
the work to be done in the world, the Senior School teacher adviser's 
task is lightened. It must be constantly kept in mind, however, that 
the vocational choices of youth are always to be regarded as tentative, 
and that possibilities of suitable changes of curriculum under guidance 
should be possible. 

The importance of this work of vocational guidance is so great 
and the beginnings made are so suggestive that it is recommended 
that plans now under way in the different schools be more fully de- 
veloped, and that the advisability be considered of the appointment of 
a Vocational Director for the city. Such an officer would correlate 
the work of the school census, the attendance department, the school 
records of the superintendent's office and the work of the individual 
advisers of the schools. With this work could be established a place- 
ment bureau with its "follow up" system. 



WORK CARRIED BY PUPILS. 

The normal amount of work taken by each pupil is four academic 
subjects, although pupils of the first year are required in addition to 
take two terms of gymnasium, for which one credit is given. Espe- 
cially strong pupils in other classes are permitted to carry five sub- 
jects, but rarely six. The rule governing the carrying of extra sub- 
jects in one school provides that a pupil must have attained a standing 
of 85^, and in another school 80^, in all subjects during the preced- 
ing semester. Except in the "general course" and home economics 
course, at least seventy-five per cent of the work is prescribed. 

Table of failures by subjects and by semesters are filed from each 
school with the Superintendent twice a year. The following is a 
summary of the failures of the Central School for the semester ending 
January 37, 1917, compared with the failures in some subjects in the 
high school system of a large western city, and also with those of 
fifteen high schools about Chicago. 



I't 



vSubject^ 



German 1 

German 2 

German 3 

German 4 

German 5 

German 8 

Total German . . 

Expression 1 

Expression 2 

Expression 3 and 4, . 

Total Expression 



CENTRAL HIGH S 
Tabulation Showing 

Semester Ending 



oys 


Taking 

Subjects 
Girls 


Total 


Dropped 

Subjects 
Boys Girls 


63 


92 


155 


5 


8 


34 


48 


82 


3 


3 


50 


86 


136 


2 


5 


31 


44 


75 


4 


5 


7 


32 


39 


2 





6 


11 


17 









191 



313 



504 



29 



94 



133 



16 



21 



i; 



19 


67 


86 


2 


2 


4 . 


7 


8 


15 








C 


3 


19 


22 








c~ 



Sul)jcct.s 



German 1 

Gcrniaii 2 

(icniian ,3 

Gcnnan 4 

German 5 

German 8 

Total German . . 

Kxpression 1 

Expression 2 

Expression 3 and 4. . 

Total Expression 



CENTRAL HIGH SCHOOL Continued. 

Tabulation Showing Per Cent of Failures. 

Semester Ending Jan. 27, 1917. 



Taking Dropped 

Subjects Subjects 

Boys Girls Total Boys Girls Total 



No. in Class Failure in Pgj. Qg,^^ 

Close of Semester Subject Failed 

Boys Girls Total Boys Girls Total Boys Girls Toiul 



63 


92 


155 


5 


8 


13 


58 


84 


142 


19 


17 


36 


32 


20 


2a 


34 


48 


82 


3 


3 


6 


31 


45 


76 


10 


1 


17 


32 


15 


22 


50 


86 


136 


2 


5 


7 


4S 


81 


129 


4 


6 


10 


8 


7 




31 


44 


75 


4 


5 


9 


37 


39 


66 


1 





1 


3 





1 


7 


32 


39 


2 





2 


5 


32 


37 


1 





1 


20 





2 


6 


11 


17 











6 


11 


17 

















n 


191 


313 


504 


16 


21 


37 


175 


292 


467 


35 


30 


65 


20 


10 


It 


19 


67 


86 


2 


2 


4 


17 


65 


82 


4 


2 


6 


22 


3 


1 


7 


8 


15 











7 


8 


15 





2 


2 





35 


M 


3 


19 


22 











' 


19 


22 


1 





1 


33 





•t 



29 



94 



123 



92 



119 



19 



CENTRAL HIGH SCHOOL. 
Tabulation Showing Per Cent of Failures. 

Semester Ending; Jan. 27, 1917. 



Subjects 





Taking 






Dropped 




No. 


. in Class 




Failed in 






Per Cent 






Subjects 






Subjects 




Close of Semester 




Sii 


ibject 










Boys 


Girls 


Total 


Boys 


Girls 


Total 


Boys 


Girls 


Total 


Boys 


( 


?.irls 


Total 


Boys 


Girls ' 


Potal 


222 


249 


471 


23 


21 


44 


194 


225 


419 


43 




18 


61 


22 


8 


11 


83 


98 


180 


4 


7 


11 


:8 


91 


169 


16 




5 


21 


20 


5 


13 


12: 


lo:! 


280 


10 


14 


24 


117 


139 


256 


13 




3 


16 


11 


2 


6 


72 


94 


166 


7 


9 


IG 


67 


85 


152 


3 




4 


7 


4 


4 


4 


96 


190 


286 


10 


17 


27 


SG 


1:3 


259 


9 




9 


18 


10 


5 


7 


••52 


54 


86 


7 


5 


13 


25 


49 


74 


6 




3 


9 


24 


6 


12 


104 


15;] 


257 


4 


1 


5 


99 


150 


349 


i 




1 


8 


7 


6 


3 


2") 


29 


54 











25 


29 


54 























Knglish 1 222 

iCimlish 2 

ICiiiilish 3 

English 4 

ICnglish 5 

English 6 

English 7 

I'jiglish S 

Total English 760 1020 17S0 65 U 139 G91 941 1632 97 43 140 14 4 8 

Latin 1 117 108 225 10 9 19 106 95 201 23 10 33 21 10 16 

Latin 3 54 44 147 6 2 8 48 42 90 13 7 20 27 16 23 

Latin 3 

Latin 4 

Latin 5 

Latin 7 

Total Latin 

French 1 

French 2 

I-'rcnch 3 

French 4 

French 5 

FrtMich 6 

Ercnch 7 

Total French 53 189 242 10 24 34 43 165 208 13 30 43 30 18 30 



75 


72 


60 


2 


3 


5 


73 


69 


142 


10 


7 


17 


14 


10 


13 


26 


34 


60 


2 


2 


4 


24 


32 


56 


2 


1 


3 


8 


') 


5 


15 


19 


34 


2 


1 


3 


13 


18 


31 




















17 


15 


32 


1 





1 


16 


15 


31 




















304 


292 


596 


23 


17 


40 


280 


271 


551 


48 


25 


73 


17 


9 


13 


18 


71 


89 


4 


13 


17 


14 


58 


72 


6 


16 


22 


42 


27 


30 


9 


29 


38 


1 


6 


7 


8 


23 


31 


3 


4 


7 


37 


17 


23 


15 


47 


62 


3 








12 


47 


59 


2 


10 


12 


16 


21 


20 


10 


14 


24 


2 


1 


3 


8 


13 


31 


2 





2 


25 





10 


1 


15 


16 





3 


3 


1 


12 


13 























8 


8 














8 


8 























5 


5 





1 


1 





4 


4 





















CHOOL Continued. 

Per Cent of Failures. 

;- Jan. 27, 1917. 

No. in Class Failure in Per Cent 

Close of Semester Subject Failed 

1 Boys Girls Total Boys Girls Total Boys Girls Total 

; 58 84 142 19 17 36 32 20 25 

; 31 45 76 10 7 17 32 15 22 



48 


81 


129 


4 


6 


10 


8 


7 




27 


39 


66 


1 





1 


3 





1 


5 


32 


37 


1 





1 


20 





2 


6 


11 


17 




















175 


292 


467 


35 


30 


65 


20 


, 10 


14 


17 


65 


82 


4 


2 


6 


22 


3 


7 


1 


8 


15 





2 


2 





25 


14 


o 


19 


22 


1 





1 


33 





4 



92 119 5 4 9 19 



CENTRAL HIGH 



Tabulation Showii' 
Semester End c 



Subjects 



rcnmanship and Spell- 
ing 1 

Penmanship and Spell- 
ii^g 2 

Total Penmanship 
and Spelling 

Bookkeeping" 1 

Bookkeeping 2 

Bookkeeping 3 and 4. . . 

Total Bookkeeping. 

Stenography 1 

Stenography 2 

Stenography 3 

Stenography 4 

Total Stenography. 

Typewriting 1 

Typewriting 2 

Typewriting 3 

Typewriting 4 

Total Typewriting. 

Connnercial Law 

Connnercial History ... 
Commercial Geography. 

Total ■ 

Sewing 1 

Sewing 2 

Sewing 3 

Total Sewins 



Taking Dropped 

Subjects Subjects -. 

Boys Girls Total Boys Girls Tt 



76 


81 


157 


15 


6 


29 


52 


81 


4 


9 


105 


133 


238 


19 


15 


24 


27 


51 





.) 


8 


20 


28 











■> 


t> 








32 


50 


82 





o 


12 


23 


35 


2 


3 


o 


9 


11 





1 


2 


12 


14 








4 


10 


14 





1 


20 


54 


74 


3 


5 


46 


30 


76 


4 


4 


10 


28 


38 


1 


t 


4 


11 


15 





2 


9 


14 


23 








69 


83 


152 


5 


11 


29 


19 


48 


1 


1 


28 


35 


63 


3 


1 


56 


72 


128 


3 


5 



113 



126 



239 






66 
30 

28 


66 
30 

28 



























124 



124 



24 


47 


7 


6 


13 


30 


25 




16 


22 

o 


3 



6 




9 



42 



40 



41 

(1 



CENTRAL HIGH SCHOOL— Continued. 

Tabulation Showing Per Cent of FaUures 
Semester Ending Feb. 1, 1917. 

Takino l^ropptd Xo. in Class Failure in p 

^"''^'"^^ Subjects Subjects Close of Semester Subject 7^"^ 

Boys Girls Total Uoys Girls Total Boys Girls Total Boys Girls Total Boys G^rls T 

I'ciimansliit) and Spell- .. 

j„„ i 76 81 157 15 6 21 (.1 - ■) lot> 2- ? 29 44 3 

remiiaiiship and Spell- 
i„«2... ... 21. 52 SI 4 ^ ^'^ J^ _^ Jl: _^ ^ IS '50 0, 

Total Penmanship 
and Spelling 105 133 . 238 19 15 34 86 117 203 36 11 47 41 9 

ll(M)l<i<eeping 1 24 27 51 3 3 23 

r.ook-kecping 2 8 20 28 7 

r.ooI<l<CL-ping 3 and 4... 3 3 U 

Tola! Ilonkk-ccping 

SU'ni)j;ra])li3' 1 

Slen(),i;rapliy 2 

Stenography 3 

Stenography 4 

Total Stenography. 

Typewriting 1 

'JVpewriting 2 

Typewriting 3 

Typewriting 4 

Tola! Typewriting. 

Connnercial Law 

Coniniercial History ... 
Commercial Geography. 

'^''*"'- 11^^ 126 03, . 7 ^ ^ "T^ "^ ~ "^ ^ 

Sewin"- 1 

Sewing 2 n qn oa 





otal 



32 


50 


cS2 





:) 


••! 


30 


42 


72 


10 


12 


22 


33 


28 


:!() 


12 


23 


35 


2 


3 


5 


10 


20 


30 


9 


n 


5 


20 


15 


ii; 


•> 


!1 


11 





1 


] 


2 


S 


10 




















2 


12 


14 











2 


12 


14 


1 


2 


3 


50 


16 


?l 


4 


10 


14 





1 


1 


4 


9 


13 


2 


3 


5 


50 


33 


;]s 


20 


54 


74 


2 


5 


7 


18 


49 


07 


5 


8 


13 


28 


17 


m 


46 


30 


76 


4 


4 


8 


42 


26 


68 


5 


1 


6 


11 


10 


ii» 


10 


2S 


38 


1 


/ 


8 


9 


21 


30 


2 


2 


4 


13 


11 


11 


-1 


11 


15 





2 





4 


9 


13 

















!l 


9 


14 


23 











9 


14 


23 


1 


3 


4 


11 


12 


VI 


69 


83 


152 


5 


11 


18 


64 


70 


134 


8 


6 


14 


35 


33 


3:1 


29 
28 
56 


]9 
35 

72 


48 

63 

128 


1 
3 
3 


1 
1 
5 


2 
4 
8 


28 
25 
53 


IS 
34 
67 


46 

59 

120 


3 
1 
5 



2 
2 


3 
3 


11 
4 
9 



6 
3 


(! 
5 
6 



viewing 3 

Total Sewing ]o 






66 


66 








n 





30 


30 














28 


28 












124 



62 


62 

















28 


28 





2 


2 





7 


21 


21 





1 


1 





5 


















11 


111 





3 


•J 





t 



CENTRAL HIGH SCHOOL. 
Tabulation Showing Per Cent of Failures. 
Semester Ending Feb. 1, 1917. 



Stil'jt'cts 



Arithmetic 1 

Arithmetic 2 

Al.yebra 1 

Al,i,''ebra 2 

Higher Algebra 

C.conictry 1 

(icomctry 2 

(k'ometry •'! 

Total .Matiicmatics . . 

History 1 

History 'i 

I listory ;') 

History 4 

i listory 5 — English . . 
History (i — American.. 

Civics 

I'.conoiiiics 

Total History 495 

Hotaiiy 1) 

I'.otan 2) Biology 32 

I'liysical Geography 1.. 21 

I'liysical Geography 2. . 6 

I'hysics 1 84 

Chemistry 1 q^ 

1 otal vScience 206 





Taking 






Dropped 




Xo 


. in Class 




Failed in 






Per Cent 






Subjects 






Subjects 




Close of Semester 




Subject 










Boys 


Girls 


Total 


Boys 


Girls 


Total 


]>oys 


Girls Total 


Boys 


Girls 


Total 


Boys 


Girls 


Total 


ro 


110 


180 


13 


8 


21 


57 


102 159 


23 


18 


41 


43 


17 


26 


2i; 


53 


79 


•i 


.) 


8 


2.') 


48 71 


6 


2 


8 


26 


4 


11 


212 


226 


438 


22 


17 


3!) 


180 


195 375 


71 


72 


143 


39 


36 


38 


98 


101 


199 


11 


12 


9;! 


(!{) 


67 132 


24 


27 


51 


35 


40 


38 


14 


3 


17 


1 





1 


13 


3 16 


7 





7 


53 





41 


99 


113 


212 


10 


13 


2;> 


102 


100 202 


36 


20 


56 


35 


20 


27 


G4 


64 


128 


1 


4 


5 


61 


57 118 


20 


12 


32 


32 


21 


27 


21 


' 


28 


1 





1 


20 


7 27 


6 





6 


30 





22 


604 


677 


1281 


62 


59 


12 i 


522 


5:9 1101 


193 


151 


344 


37 


26 


31 


] i^o 


192 


357 


15 


12 


27 


150 


ISO 3.30 


''3 


25 


48 


15 


13 


11 


SS 


iO 


167 


8 


8 


16 


80 


n 151 


.5 


8 


13 


6 


11 


8 


8.j 


129 


214 


() 


: 


13 


79 


121 200 


(i 


4 


10 


7 


3 


5 


34 


50 


84 


•J 


4 


7 


31 


4 7 78 


9 


5 


7 


6 


10 


9 


12 


18 


30 


1 


2 


3 


11 


16 27 


9 





2 


18 





7 


44 


87 


131 


2 


4 


6 


42 


83 125 


4 


3 


1 


9 


.> 


5 


45 


51 


96 


2 


4 


6 


43 


47 90 


2 


3 


5 


4 


6 


5 


22 


26 


48 





2 


9 


22 


24 46 


2 








9 





4 



632 112"; 



43 



80 



458 



589 1047 



46 



48 



77 



109 



68 



96 



81 


102 





1 


1 


20 


1 1 


97 


3 


19 


25 











6 


18 


24 


1 


94 


178 


1 


1 





83 


93 


176 


4 


71 


134 


2 


1 


3 


61 


70 


131 


13 



94 10 

10 7- 

6 15 

3 16 

6 4 

15 21 



11 10 

3 6 

11 12 

2 3 

3 12 



342 



548 



198 



524 



23 



17 



40 



11 



SCHOOL — Continued. 

ig Per Cent of Failures 
ing Feb. 1, 1917. 

No. in Class Failure in Per Cent 

Close of Semester Subject Failed 

)tal Boys Girls Total Boys Girls Total Boys Girls Total 

21 





21 


Gl 


75 


136 


27 


2 


29 


44 


3 


c 


13 


25 


42 


67 


9 


9 


18 


36 


21 


] 


34 


86 


117 


203 


36 


11 


47 


41 


9 



14 106 119 225 9 4 13 



o 

J 


23 


24 


47 




6 


13 


30 


25 


27 





1 


15 


22 


3 


6 


9 


42 


40 


41 


(1 





3 






















I ., 


30 


42 


72 


10 


12 


22 


33 


28 


30 


5 


10 


20 


30 


2 


o 


5 


20 


15 


16 


, 1 


2 


8 


10 




















' 


2 


12 


14 


1 


2 


3 


50 


16 


21 


) 1 


4 


9 


13 


2 


3 


5 


50 


33 


38 


) 7 


18 


40 


67 


5 


8 


13 


28 


17 


19 


8 


42 


26 


68 


5 


1 


6 


11 


10 


10 


8 


9 


21 


30 


2 


2 


4 


13 


11 


11 


2 


4 


9 


13 




















'- 


9 


14 


23 


1 


3 


4 


11 


12 


12 


' 18 


64 


70 


134 


8 


6 


14 


35 


33 


33 


: 2 


28 


18 


46 


3 





3 


11 





6 


4 


25 


34 


59 


1 


2 


3 


4 


6 


5 


8 


53 


67 


120 


5 


2 


t 


9 


3 


6 









62 


62 























•0 


28 


28 





2 


2 





7 


1 








21 


21 





1 


1 





5 


5 



111 111 



CENTRAL HIGH 



Cc 
Cc 
Cc 



Jo 
)oi 
Til 
Ca 
Pa 
Bii 
Fo 
Be 
Mi 



Fn 
Fn 
Fn 
Fn 
Fn 
Fn 
Fn 
Fn 



Subjects 



Mechanical 
^Mechanical 
Mechanical 
Mechanical 
Mechanical 
Mechanical 
Mechanical 



Drawing' 1. 
Drawing 2. 
Drawing 3. 
Drawing 5. 
Drawing 6. 
Drawing 7. 
Drawing 8. 



Total M. Drawing. 

Modeling 1 

Modeling 2 

Modeling 3 

ModeHng 4 

Modeling 5 

Modeling 6 

Total Modeling 

Music 1 Apprec. 1 

Music 3 Apprec. 3 , 

Chorus 

Gymnasium 1 

Gymnasium 2 

Total Gymnasium. 



Tabulation Showir 

Semester Endi- 

Taking Dropped 

vSubjects Subjects 

Boys Girls Total Bovs Girls To 



53 





53 


30 


1 


31 


20 





20 


22 





22 


17 


1 


18 


?■ 





i 


9 





9 



158 

11 
9 

10 

10 

12 

8 

60 

1 
2 

28 

125 
79 

204 



8 

7 

12 



49 

12 
10 
51 

233 
84 

317 



160 

19 
16 
17 
18 
19 
20 

109 

13 
12 

79 

358 
163 

521 



10 

7 








17 





1 

19 
5 

24 






2 














1 


1 


2 





1 


1 




■0 
2 

18 
6 



24 



Stilijcct.s 



.Mfcliaiiical Drawing- 1. 
.Mccliaiiical Drawing 2. 
Mechanical Drawing 3. 
.Mechanical Drawing 5. 
Mechanical Drawing 6. 
.Mechanical Drawing 7. 
Mechanical Drawing 8. 

Total AI. Drawing. 

Modeling ] 

.Modeling 2 

.Modeling -■> 

Modeling 4 

Modeling 5 

Modeling (i 

Total Modeling. . . . 

-Mu.sic 1 Apprec. 1 

Music 3 Apprec. 3 

Chorus 

(jynmasiuni 1 

Cyninasium 2 

Total Gvmnasium.. 



CENTRAL HIGH SCHOOL— Continued. 
Tabulation Showing Per Cent of Failures 

Semester Ending Feb. 1, 1917. 



Bo^■^; 



'Pakin- IJropped .\o. m Lla.ss J^ailurein |.,,^-^.,^j 

^Si,l,jects Subjects Close of Semester Subject paji^^, 

' Girls Total Bovs Girls Total I'-oys Girls Total Boys Girls Total Bovs Girls '1 



.5-! 


(1 


')'■'> 


10 





10 


4;; 


;50 


1 


31 


7 





1*- 


;);! 


20 





20 











20 


22 





22 











22 


17 


1 


18 











i; 


f^r' 





7 








'J 


. 


9 

















9 



60 



49 



4;} 
;5;5 

20 
22 

17 



109 



4.5 100 



1.58 


2 


IfiO 


17 





17 


1 11 


2 


14;'. 


7 





7 


.") 





:i 


11 


8 


19 





2 


2 


11 


G 


17 


1 





1 


II 





i; 


9 


7 


IG 











9 


7 


IG 

















II 


10 


7 


17 











9 


7 


IG 

















(1 


10 


S 


18 


1 


1 


2 


<) 


7 


IG 


1 


2 


3 


11 


30 


V! 


12 


7 


19 


2 





2 


10 


7 


17 




















8 


12 


20 


1 


1 


2 


' 


11 


18 

















(1 



1 I 



1 


12 


13 











1 


11 


12 

















(1 


2 


10 


12 











2 


8 


10 

















(1 


28 


51 


79 


1 


2 


3 


24 


45 


G9 


6 





6 


25 





s 


125 


233 


358 


19 


18 


37 


106 


215 


321 


4 





4 


4 





1 


79 


84 


163 


5 


6 


11 


74 


78 


152 


3 





3 


4 







204 


317 


521 


24 


24 


48 


180 


293 


473 


7 





7 


4 





1 



Subjects 



rcchand 
reehand 
reehand 
recliand 
reehand 
reehand 
reehand 
reeliand 



Drawing 1. 
Drawing 2. 
Drawing 3. 
Drawing 4. 
Drawing 5. 
Drawing 6. 
Drawing 7. 
Drawing 8. 



CENTRAL HIGH SCHOOL— Continued. 

Tabulation Showing Per Cent of Failures 

Semester Ending Fclx 1, 1917. 



Taking Dropped 

Subjects Subjects 

Boys Girls Total Boys Girls Total 



No. in Class Failure in Per Cent 

Close of Semester Subject Failed 

'.oys Girls Total Boys Girls Total Bovs Girls Total 



Cooking 1 

Cooking 2 

Cooking .S 

Total Cooking 

Joinery 1 48 

Joinery 2 33 

Turning 20 

Cal)inet 31 

I'attern 3 

I hiilding Construction. . 3 

I'orge 14 

Bench 

-Machine 22 

Total Shop 174 



24 
24 
5 
1 




1 



48 
.3-3 



104 













62 
38 
36 
12 

4 

7 

7 

23 



48 
33 
23 



44 
31 
21 



44 
31 
21 



2 







104 

48 

33 

20 

31 

3 

3 

14 



22 



11 
6 

1 


2 





11 
6 

1 








37 

27 

20 

30 

3 

3 

12 



22 



96 













96 

37 

27 

20 

30 

3 

3 

12 



22 



174 

86 
62 
41 
13 

4 

7 

7 

24 



21 

2 
2 
4 
1 







21 

4 
5 
I 

2 



2 



153 

22 
22 
3 




1 



60 
3.5 
33 
11 

4 

7 

7 

21 



153 

82 
57 
36 
11 
4 
7 



11 
7 
5 
3 








4 t 







11 
I 

5 
3 








Total Drawing. 



55 



189 



244 



11 



20 



48 



178 



226 



in 

SCHOOL— Continued. 

^g Per Cent of Failures 

)t, 
ng Feb. 1, 1917. 

2 

Xo. in Class 
I ] Close of Semester 

_tal Boys Girls Total 

• 10 43 



1 


•JO 





:20 





oo 





i: 






43 





'■)'o 





20 





22 





IT 





7 





9 



Failure in 






I'cr 


Cent 




Subject 






Failed 


Boys 


Girls 


Total 


Boys 


G 


iris Total 


3 





3 


i 




7 


1 





1 


4 




4 


o 





o 
O 


15 




15 







































































17 141 2 143 



55 45 100 






1 


11 


12 








2 


8 


10 





3 


24 


45 


69 


6 


37 


106 


215 


321 


4 


11 


74 


78 


152 


3 


48 


180 


293 


473 























6 


25 





4 


4 





3 


4 






2 


11 


6 


17 


1 





1 


!) 





6 





9 


7 


16 























9 


7 


16 




















2 


9 


i 


16 


1 


2 


3 


11 


29 


12 


2 


10 


7 


17 




















2 


i 


11 


IS 

























6 25 8 



I 



MECHANIC ARTS HI 



Tabulation Showii 



El 
Hi 
El 
El 
El 
El 
El 
El 



Lc 
U 
U 
Li 



Fi 
Fi 
Fi 



Subjects 



German 1 

German 3 

German o 

German 4 

German 5 

German 6 

German 7 

Total 

Expression 

Total 

Arithmetic 1 

Arithmetic 3 

Algebra 1 

Algebra 3 , 

Higher Algebra 3, 

Geometry 1 

Geometry 3 

Geometry 3 

Total 

Trigonometry . . . 
Surveying" 

■ Total 

History 1 

History 2 

History 3 

History 4 

History 5 

History 6 , 

Total 



Taking' 

Subjects 

Boys Girls Total 



79 
54 
59 
43 
10 
11 



35!) 

!) 

49 
14 
110 
95 
9 
71 
58 
31 

437 

13 
4 

17 

102 

70 
76 
50 
6 
10 

314 



76 

39 

.-) », 

O 1 

38 
4 
8 

13 

?(I4 



106 

I 3 
58 


41 
24 

4 



67 
52 

43 
31 

4 

8 



304 



155 
93 
96 
71 
14 
19 
15 

463 

13 

155 
40 

183 

153 
i) 

113 
83 
35 

769 

14 
4 

18 

169 
122 

118 
81 
10 

18 

518 



Semester End 

Dropped 
.Subjects; 
. Boys Girls Tr 



17 
14 
13 
4 
2 
1 




51 



14 
3 

16 

38 
.") 
9 

11 
4 



88 

2 




11 

12 

13 

5 

1 





30 



14 
6 
8 
9 

4 
1 




48 







43 



13 



MECHANIC ARTS HIGH SCHOOL-Continued. 
Tabulation Showing Per Cent of Failures 
Semester KndinK Jan. "^ti., VJih 



Siil)jects 



(icriiiaii I 

Ciennan 2 

('leriiian •' 

("lerinaii 4 

('ii-nnaii •'> 

("leniiaii (» 

( Icrmaii T 

Total 

I'',.\|)ressi()ii 

Total 

Arilliiiutic I.. . . 
ArilliiiK'tic '»'.. . . 

AlKcbra I 

Algebra 'l 

I liiLiluT \Ij;el)ra 
(icumetry 1 . . . . 
(icometry "'.... 
Cicoiiietry '■).... 

Total 

Tri,!;oiu)im'trv .. 
Siirxoyinij 

Total 

History 1 

I listory 3 

History ."{ 

I listory I 

I I istor_v T) 

I listory (! 

Total 



Boys 


Takiu},^ 

Subjects 

C.irls 


Total 


1 
. Boys 


)roppetl 
Subject* 

Girls Total 


Xo. 
Close 
Boys 


in Class 
of Semester 
Girls Total 


F 

Boys 


ailurc in 

Subject 

Girls 


Total 


1 
Boys 


'«-T Cent 
Failed 
Girls • 


r.ua; 


T!) 


.■>!l 




17 
11 


5 

8 


22 
22 


(i2 
40 


n 
.•;i 


133 
71 


24 

14 


14 


38 
21 


3!) 
35 


20 
21! 


■^s 


.">'.» 


.,- 


!Mi 


i;! 


5 


18 


46 


;>2 


78 


8 


12 


20 


i; 


37 




i:; 


•,'S 


:i 


4 


1 


5 


;!!) 


2 1 


66 


12 


•> 


14 


30 






11) 


1 


14 


•; 





•) 


8 


4 


12 


2 





2 


25 





1 • 


II 


s 
1-^ 


l!l 
1.") 


1 




I 






1(1 
•J 


12 


i: 

15 


1 



1 






1(1 






II 










— 


' 




















•>'.")!» 


•.'(II 


Hi;; 


51 


20 


:i 


20!l 


184 


393 


64 


30 


100 


31 


l!l 


:;i 


1) 


4 


i;] 


1 





8 


8 


4 


12 


(1 











I) 


II 


i:i 


l()(i 


].-).■) 


11 


14 


2S 


• )5 


92 


12: 


7 


22 


29 


2(1 


■^1 


•l-l 


M 


X'(i 


4(t 


;! 


6 


9 


11 


20 


31 


3 


;'. 


6 


2T 


15 


v.< 


11(1 


;;; 


is;; 


16 


8 


24 


!)4 


65 


15!) 


23 


1) 


:]-i 


24 


14 


•.'II 


!).-. 


oX 


15:'. 


28 


i) 


;i7 


67 


49 


IK) 


](i 


5 


21 


23 


10 


l> 


!) 


(1 


!l 


;; 





;; 


6 





6 


2 





2 


23 


(1 


X't 


:i 


II 


112 


n 


4 


i;) 


(i2 


;;: 


9!) 


i: 


8 


25 


2* 


21 


•>'y 


.">,S 


•>\ 


S2 


11 


1 


12 


47 


23 


70 


12 


8 


20 


25 


.■{5 


2*» 


:il 


•1 


.').") 


4 


(1 


4 


2? 


4 


31 


8 





8 


29 





■)•, 


A-.'u 


:):)•> 


7(i!1 


88 


42 


i:!() 


;i4!i 


290 


639 


88 


55 


143 


25 


lit 


■)■) 


i;5 


1 


11 


2 





o 


11 


1 


12 


3 





3 


27 





r> 


4 





4 





() 





4 





4 

















(1 

































17 


1 


18 


2 





2 


15 


1 


16 


3 





3 


20 





i:' 


102 


67 


169 


11 


5 


16 


87 


62 


149 


19 


8 


27 


22 


13 


1> 


70 


52 


122 


12 


4 


16 


58 


48 


106 


12 


5 


17 


20 


10 


l< 


7(i 


42 


lis 


1.". 





15 


63 


40 


103 


14 


9 


23 


22 


22 




50 


;n 


81 


5 


1 


6 


45 


30 


75 


5 


9 


14 


11 


30 




(> 


4 


10 


1 


1 


o 


5 


3 


8 


4 


!) 


4 


80 





•M 


10 


8 


18 











10 


8 


18 


4 


2 


(; 


40 


25 


19 


;3n 


204 


518 


42 


l:] 


55 


274 


191 


463 


58 


33 


91 


21 


17 



MECHANIC ARTS HIGH SCHOOL. 

Tabulation Showing Per Cent of Failures. 

Semester Ending January 26, 1917. 

Sni.jccts Jt*^'"? Dropped ^^ Xo. in^Class Failed in Per Cent 

Failed 



,n;;lisli 1. 
iii-lisli 2. 



ii^lisli 4. 



,ii);lisli .'>. 

,ii},'lisli (>. 

.ni^lisli "i . 

iiLjIisli H. 



Total 

iMTlldl 1. 
l'I\'I\l-ll 'i. 

I'lTiicli ;>. 

I'rnu-h 1. 



Subjects Subjects Close of Semester Subject 



Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total 



115 


139 


254 


15 


U) 


25 


100 


129 


229 


16 


13 


29 


16 


lU 


10 


103 


73 


176 


23 


11 


34 


80 


62 


142 


19 


4 


23 


23 


G 


IG 


?8 


^0 


M8 


15 


G 


21 


63 


64 


127 


22 


15 


37 


33 


23 


11 


GG 


■13 


109 


11 


■1 


15 


55 


39 


94 


13 


4 


ir 


23 


10 


IS 


55 


;!S 


93 


9 


3 


12 


4G 


35 


81 


6 


2 


8 


13 


;, 


s 


40 


25 


65 


2 


•1 


G 


38 


21 


59 


5 





5 


13 





s 


-IG 


35 


«1 





1 


G 


II 


34 


:g 


2 





2 


5 





3 


12 


6 


18 











12 


G 


18 





















T..lal 515 429 944 80 39 110 125 390 S15 83 38 121 19 10 

,atin 1 51 2G 77 11 1 15 10 22 62 20 6 26 50 33 

,aliii 2 

,atiii 3 

,atin -1 

,aliii 5 ami G , 

aliii ] 



13 



11 


13 


24 


4 





1 


; 


13 


20 


2 





2 


28 





10 


20 


9 


29 


3 





3 


i; 


!) 


2G 


5 





5 


25 





11 


11 


3 


14 











11 


3 


14 


3 





3 


27 





21 


G 


G 


12 








',) 


ti 


G 


12 


1 





1 


17 





S 


G 





G 











6 





6 




















105 


57 


162 


18 


4 


22 


sr 


53 


140 


31 





37 


36 


11 


27 


9 


16 


25 


4 


3 


7 


5 


13 


18 


2 





2 


40 





11 


5 


!) 


14 





2 





5 


1 


12 


3 


2 


5 


GO 


29 


42 


3 


8 


11 





1 


1 


3 


t 


10 





1 


1 





14 


10 


4 


6 


10 











4 


6 


10 


3 





■' 


75 





30 



21 39 60 4 6 10 17 23 50 8 3 11 46 



GH SCHOOL— Continued, 
ig Per Cent of Failures 



Mug 


J 


an. 26,, 


L917. 
















^g 




No 


in Class 




Failure in 




1 


'er Cen 


t 




Close 


of Seme 


ster 




Subject 






Failed 




nPtal 




Boys 


Girls 


Total 


Bo3^s 


Girls 


Total 


Boys 


Girls 


Totcii 


22 




62 


71 


13;3 


24 


14 


38 


39 


20 


28 


22 




4U 


;]i 


;i 


14 


1 


21 


35 


23 


30 


18 




4.6 


•^2 


78 


8 


12 


20 


IT 


37 


27 


'' 5 




;ju 


27 


GO 


12 


2 


14 


30 


7 


21 


1 o 




8 


4 


12 


2 





2 


25 





17 




10 


( 


i; 


4 


1 


5 


40 


14 


30 







i) 


12 


15 





















n 20!i 184 393 04 30 100 31 19 31 



12 



8 


8 


28 


35 


9 


11 


24 


94 


3 7 


07 


:; 


6 


13 


62 


12 


47 


4 


27 



92 


127 


1 


22 


29 


20 


24 


22 


20 


31 


3 


;] 


6 


27 


15 


19 


65 


159 


23 


9 


32 


24 


14 


20 


49 


116 


16 


5 


21 


23 


10 


18 





6 


2 





2 


23 





33 


') i 


99 


17 


8 


25 


27 


21 


25 


23 


70 


12 


8 


20 


25 


35 


28 


4 


31 


8 





8 


29 





25 



130 349 290 639 88 55 143 25 19 



2 


11 


1 


12 


3 





3 


27 





25 





4 





4 




















2 


15 


1 


16 


3 





3 


20 





19 


16 


87 


62 


149 


19 


8 


27 


22 


13 


18 


16 


58 


48 


106 


12 


5 


17 


20 


10 


6 


15 


63 


40 


103 


14 


9 


23 


22 


22 


22 


6 


45 


30 


75 


5 


9 


14 


11 


30 


19 


2 


5 


O 


8 


4 


9 


4 


80 





50 





10 


8 


18 


4 


2 


6 


40 


25 


33 



274 191 463 58 33 91 21 17 19 



Subjects 



Sewings 

Total 

Cooking 1 , 

Cooking 3 

Cooking 3 

Total 

Joinery 

Turning , 

Cabinet 

Pattern 

Forge 

Bench 

Machine 

Total 

T'^reehand Drawing 

Total 

Mechanical Drawing 1. 
]^Iechanical Drawing 2. 
Mechanical Drawing 3, 
Mechanical Drawing 4. 
^Mechanical Drawing 5. 
Mechanical Drawing 6. 
Mechanical Drawing 7. 
Mechanical Drawing 8. 



MECHANIC ARTS H' 

Tabulation Showiij'^ 
Semester End: 

Taking Dropped 

Subjects Subjects 

Boys Girls Total Boys Girls T( ' 









95 
69 
41 
30 

ir 

16 
23 



187 



40 40 

26 26 

19 19 



116 



85 

95 
69 
43 
30 
17 
16 
23 



293 

124 

113 

86 
56 

oo 
OO 

21 

11 

6 

3 



Mech. Draw. Total 329 

Modeling 

Total 83 126 209 

Gymnasium 

Total 110 85 195 

Total 2948 2591 5539 







12 

9 
446 







11 

6 

247 



MECHANIC ARTS HIGH SCHOOL— Continued. 

Tabulation Showing Per Cent of Failures 

Semester Ending January 26, 1917. 



^"•''i''<'ts c- . , Subiects Close of Semester Subject 





Taking 

Subjects 

Girls 






Drop 


)0(1 




Xo 


in Class 


Boys 


Total 


Subjects 
Boys Girls 


I'otal 


Close 
Hoys 


of Sem 
Girls 


ester 
Total 





n 


187 










14 








173 





40 


40 


;; 




2 








;58 


38 





'2« 


^(i 







;; 


3 





2:\ 


23 


n 


10 


V.) 
















10 


19 



Failure in p 



er Cent 
Failed 



^''''lll^ „ . -.o-v n n 14 173 

Iota! 



Boys Girls Total Boys Girls 1 
3 



!).") 


II 


!)") 


13 





13 


82 





82 


(i 





6 


7 





(!9 


(1 


(1!) 


(1 





G 


(i3 





()3 

















41 


•) 


13 


1 





4 


3: 


2 


39 


3 





3 


8 





30 





30 


1 





1 


2!) 





39 


■ 1 





1 


3 





ir 





rr 

















17 


















JDiiifry 

Turning 

( 'abinet 

raltcrn 

I'Drgr 

lioncii IG 16 16 16 

.Machine 2;] 23 23 23 



Ota' 



Cooking 1 40 40 ;; ^ ~ " •'" ••" " 

Cookings 26 26 3 3 23 23 Q „ „ 

Cooking 3 10 19 ' _^ _^ __^ _^ ^ ,) 

Total S:, 5 SO Q o ~~^ 



Total 2 293 24 267 2 269 10 S 

I'lcoliand Drawing 

'l''>tal 8 116 124 2 6 8 6 110 116 1 2 1 

Mechanical Drawing 1. 113 13 100 34 :il 

Mcclianica! Drawing 2. 86 13 73 27 ^'l'' 

■Mcciianical Drawing 3. 56 6 50 20 40 

Mechanical Drawing 4. 33 2 31 12 :!S 

Mechanical Drawing 5. Q 21 2 19 6 31 

Mechanical Drawing 6. Oil Oil 1 00^ 

Mechanical Drawing 7. 0060000 0600000'^ 

Mechanical Drawing 8. 3 3 



Mech. Draw. Total 329 37 292 100 34 
Modeling 

'^^"^''' 83 126 209 13 11 23 82 119 201 1 6 7 1 ^ ^ 

Gyninasinni 

'^°*^' 110 85 195 9 6 15 101 79 180 4 4 5 ' 

'^°^^' '^^8 3591 5539 446 247 693 2503 3344 4846 500 258 758 20 H ^' 



MECHANIC ARTS HIGH SCHOOL— Continued. 

Tabulation Showing Per Cent of Failures 
Semester Kndinjj;^ (amiary 20, 1917. 

^„,,:,,,, Takinj,^ Dropped Xo. in Class Failure in Per Cen, 

Subjects Subjects Close of Semester Subject Failed 

Boys (Wrls Total I'.oys Girls Total I'.oys (iirls Total P.oys Girls Total P.ovs Girls Total 







HI 
4 

11 
6 

;ii 


15 

'.) 

7 
•> 

10 

It.' 
k; 



IS 


•^r> 
i:5 

M 
i:i 
12 
10 

;5S 
lit 


1 



(1 
1 


2 



1 


1 




(1 

1 

(t 
1 


2 


■) 




1 

1 
•) 

1 



I 

10 

■) 
2(1 
22 

i; 
;5o 


11 
9 

2 

9 
12 
1.-) 



k; 


2.-! 
l.i 
14 
12 
11 
;5S 

••?: 
fi 

ii; 


.! 
1 

n 


1 
2 



■> 






(1 



11 


6 
1 




1 

2 




25 



4 
!i 


10 


20 










■"> 


Kolany 5i.. • 













A^lroiiomy . 






;{ 















I'liiiiiistry 1 . 
I'hcmistry '<!. 

Tnfll 




i; 




s 


1 


!l 











s 


1 


ii 


1 





1 


12 





1 1 




]<!!» 


•to ' 


2 lit 


.") 


.■) 


10 


124 


S'l 


2(t9 


11 


.i 


14 


9 


1 


i; 


l'cnii:;iii^liii) 


ami Si)cII- 








liO 


no 


no 


12 


10 


22 


IS 


10(1 


1 IS 


(i 


1 


1 


12 


1 


1 


IV'iiinaiisliii) 


and Sl)ell- 




iiiR '^ 




(iO 


no 


no 


12 


in 


22 


48 


100 


lis 


' 


11 


IS 


14 


11 


12 


Total .. 




1-^0 


•iW 


;'.io 

.■)!t 


21 

n 


20 


11 
12 


96 

i:; 


200 

;!i 


296 

n 


2 


12 


2") 


12 

9 


6 

8 


12 


I'MKikkiTpiiij; 


1 


s 


Hookki'i'piii},' 


•; 


2S 


42 


:o 


T) 


14 


19 


22 


28 


.-)! 


(i 


18 


24 


21 


41 


:il 


r.tHikkcTDiii''- 


;i 


i;; 
(1 


1 


20 

i;; 











l.'. 





20 


(i 

1 


4 


10 
:5 


46 
16 


r)7 

2S 


.".0 




■1 


2."> 


Slt'iioi'Tanhv 


1 


10 


S(; 

2!t 


122 


i;i 


10 


■■';! 


s 


2(i 


99 

;!4 


•} 


11 
1 


is 


:io 
2.1 


14 
4 


IS 


Stni()},fnil)liv 


•i 


9 


Slinot;ra|)li\' 


;i 


11 
(11 

is; 


2S 
ICI 

100 


22.") 
.")ST 



12 

4;! 


1") 


2r 

<t(; 


11 
49 

144 


2.') 
149 

;!4: 


;i(i 

l!t8 
191 


2 


(1 

ir 


2 

24 

89 


18 
14 

2'i 



11 

i:i 


S 


1 \ |H'\\ritiii^ 




12 


Tolal ,. . 




19 


'■'"iiiiiu'rcial 1 


,a\v 


11 


1 


18 


1 





1 


i:! 


4 


IT 




















^'"innuTc-ial 


(Vosiraphy 


10 


(; 


k; 


;i 


^5 


(1 


T 


'■'> 


10 





2 


2 


(t 


66 


20 


■I'otal ... 




'>4 


10 


:u 


4 


;5 


7 


20 


7 


2r 





2 


2 





28 


^ 



G] 
IGH SCHOOL— Continued. 

1 ig Per Cent of Failures 

'"ing January 26, 1917. 

'^ No. in Class Failure in Per Cent 

' Close of Semester Subject Failed 

"^Stal 15oys Girls Total Boys Girls Total Boys Girls Total 

2 

2 14 173 

1 1 

3 23 23 

10 19 



5 





' 13 


82 


6 


(>:) 


1 


3 1 


1 


2!) 


S 








16 


^ 


23 


24 


207 


] 




] 
8 


6 


- 13 





1^13 





6 





2 





2 

















; 






80 



269 10 



110 116 






82 


() 





6 


7 





7 





63 




















2 


39 


3 





o 

o 


8 





8 





29 


. 1 





1 


3 





3 





17 























16 























23 
























100 








34 








34 





73 








27 








36 





50 








20 








40 





31 








12 








38 





19 








6 








31 





11 


•0 





1 








9 





6 























3 





















37 292 100 34 

23 83 119 201 1 6 7 1 5 3 

15 101 79 180 4 4 5 2 

693 2502 2344 4846 500 258 758 20 11 15 









2 








1 

























































JOHNSON HIGH^ 



Subjects 



Tabulation Showir 

Semester Endi. 

Taking Dropped 

Subjects Subjects 

Bovs Girls Total Bovs Girls To 



Swedish 1 

Swedish 2 

Swedish ."3 

Swedish 4 

Total 

Expression 1 

Expression 3 , 

Total 

Arithmetic 1 

Arithmetic 2 , 

Algebra 1 

Algebra 2 

Geometry 1 , 

Geometry 2 

Geometry 3 , 

Total 

History 1 

History 2 

History 3 

History 4 

History 5 

History 6 

Total 

Botany 1 

Physical Georgraphy 2. 

Physics 1 

Chemestry 2 

Total 



13 
10 
19 

8 



50 

14 
5 



19 

46 
37 
51 
42 
24 
19 



224 

54 
35 
21 
8 
9 
'22 

149 

24 
10 
21 
24 

79 



22 
11 
16 

4 



48 
25 



73 

96 
41 
70 
29 
23 
12 
4 



275 

53 
26 
28 
22 
4 



166 

S3 
9 
9 

40 

141 



35 
21 
35 
12 



103 

62 
30 

92 

142 
78 

121 

71 

47 

31 

9 

499 

107 
61 
49 
30 
13 



315 

107 
19 
30 
64 

220 



30 

9 
1 
3 
1 
1 



18 

3 


2 



10 
.') 

14 
4 
2 

1 



34 

5 
2 

4 

9 

2 

1 



16 

9 

2 
3 



14 



JOHNSON HIGH SCHOOL— Continued. 
Tabulation Showing Per Cent of Failures 



Siil)jc-cts 



Swedish I 

Swedish 2 

Swedish ."! 

Swedi.sh 4 

'i'otal "'^' 

Ivxpressioii 1 !■! 

iCxpression 3 5 

Total 19 

Arithmetic 1 46 

Arithmetic 2 •>" 

Alj4el)ra 1 .■)! 

.M.i^ebra 2 42 

(k'ometry 1 2i 

(k'ometry 2 19 

Geometry 3 5 

Total 22i 

History 1 :)4 

I listory 2 :!.■) 

History 3 2\ 

I listory 4 S 

History T) <) 

History f! ■>> 

'lV)tal 141) 

i'-otany 1 24 

i'liysical Georsjraphy 2. 10 

I'liysics 1 21 

Chemcstry 2 24 

Total 7 9 



Taking 




Subjects 




Boys Girls 


Iota 


i;! 22 


35 


10 11 


21 


19 16 


35 


8 4 


12 



Semester Ending Jan. 28th, 1917 
! .( 
Dropped 
Subjects 
Bovs Girls Total 



No. in Class 
Close of Semester 
ovs Girls Total 



Failure in 
Subject 
Bovs Girls 



10 
10 

k; 



li) 

10 

15 

4 



2<) 
20 
31 
11 



48 
25 



103 

02 
30 



12 



43 
13 



48 



91 



92 



18 



<M> 


142 


C> 


10 


If) 


40 


41 


78 


4 


•) 


7 


33 


TO 


121 


5 


14 


19 


46 


29 


71 


7 


4 


11 


35 


23 


47 


4 


2 


6 


19 


12 


31 


3 





3 


16 


4 


9 


1 


1 


2 


4 



275 



499 



30 



34 



64 



193 



5.") 


107 


9 


5 


14 


45 


26 


61 


1 


2 


3 


34 


28 


49 


3 


4 


( 


IS 


22 


30 


1 


2 


3 


7 


4 


13 


1 





3 


S 


3:; 


55 


3 


1 


4 


19 



71 

84 
38 
56 
25 
19 
12 



237 

48 
24 
24 
20 
2 
32 



89 

124 

71 

102 

60 

'■'S 
28 



430 

93 
58 
42 
27 
10 
51 



9 
8 
13 
9 
6 
8 




6 

6 

10 

4 
1 




166 



315 



83 107 

9 19 

9 30 

64 



40 
141 



18 

3 


2 



16 

9 

2 
3 



34 

12 

2 
5 



131 

20 
10 
21 



150 

67 
9 

37 



281 



19 
28 
59 



17 



Per Cent 
Failed 
Total Roys Girls Total 


1 10. 
1 10. 

1 18.7 

2 28 . 5 


•■i.U 

-> tJ.fiti 10 (,ll 

18.1s 



8 16.27 



2 11.11 



15 
14 
23 

17 
10 

9 


88 
1 



2G 

5 

•2 

8 



i.08 ,s.;;i 



47 


60 


2 





2 15.38 





24 


29 















22.5 

24.24 
28.26 
25.11 
31.57 

50. 




27.46 14.76 20. Hi 



11.11 16.66 i:i.!i; 



7.14 


r.i.n: 


15.78 


1!).71 


17.85 


22. hi 


32. 


28.3:1 


21.05 


26. :n 


8.33 


:!2.M 





(1 



5.88 


4.16 


5.17 


5 . 55 


16.66 


:i.7li 





5. 


:).70 











5.26 


9.37 


7.81 









6.87 


11.33 


!l.2.'i 


10 


4.47 


5.74 











4.76 


14.28 


7.11 


18.18 


10.81 


1:1.5:1 



220 



14 



19 



120 



193 



15 9.58 6.55 



JOHNSON HIGH SCHOOL. 
Tabulation Showing Per Cent of Failures. 

Semester Endini?- Jan. 28th, 1917. 



.'Subjects 



English 2. 

I'jit^lish ;!. 

luiglish 4. 

Eng-lish 5. 

I<jii,^lish 6. 

Kn-lisli 7. 

I'liS'Iish 8. 

Total . 

Latin 1... 

Latin 3..., 

Latin .3..., 

Latin 4. . . , 

Latin 7 . . . . 

Total .. 

French 1. . . 

Total .. 

German 1 . . 

German 2 . . 

^'erman .'5.. 

German 4 . . 

' 'crman 5 . . 

German 7 . . 

Total .. 





Taking- 




D 


roppecl 




No. in Class 




Failed in 






Per Cent 




Subjects 




Si 


Libjects 




Close 


of Semester 




Subject 






Failed 




Coys 


Girls 


Total 


Boys 


Girls 


Total 


Boys 


Girls 


Total 


Boys 


Girls 


Total 


Boys 


Girls 


Total 


60 


102 


162 


2 


8 


10 


59 


93 


152 


!) 


1 


10 


15.25 


10.75 


6 . 57 


36 


68 


104 


o 


•> 


G 


33 


66 


129 


13 


6 


19 


39.39 


9.09 


14.65 


55 


80 


135 


1 


8 


15 


48 


72 


120 


11 


6 


17 


22.91 


8.33 


14.16 


25 


31 


56 


2 


1 


3 


23 


30 


53 


o 


( 


10 


13.04 


23.33 


18. 8G 


35 


58 


93 


4 


2 


6 


31 


56 


87 


6 


2 


8 


19.35 


3.57 


10 . 34 


17 


8 


25 


1 


2 


3 


16 


6 


22 


2 


3 


5 


12.50 


50. 


22.72 


37 


64 


101 


1 


3 


4 


36 


Gl 


97 





o 


3 





4.91 


3.09 


8 


4 


12 











8 


4 


12 




















273 


415 


688 


20 


27 


47 


254 


388 


672 


44 


28 


72 


17.32 


7.21 


10. Tl 


14 


15 


29 





1 


1 


] 4 


14 


28 


2 





2 


14.28 





7.U 


18 


4 


32 











IS 


4 


22 


2 


t) 


2 


11.11 





.1)9 


G 


20 


26 











G 


20 


26 


:\ 


;', 





50. 


15. 


23. :g 


8 


8 


16 


1 





1 


7 


8 


15 




















6 


2 


8 





1 


1 


6 


1 


( 




















52 


49 


101 


1 





n 


51 


47 


98 


7 


3 


10 











;] 


9 


12 











•■■• 


9 


12 




















;] 


9 


12 











3 


9 


12 




















3G 


49 


85 


•> 


5 


8 


33 


44 


77 


3 





3 


9.09 





3.89 


25 


23 


48 


2 


3 


5 


23 


20 


43 


5 


4 


9 


21.73 


20. 


20.93 


18 


36 


51 


'■> 


3 


6 


15 


33 


48 





1 


1 





3.03 


2.08 


13 


31 


44 


1 





1 


12 


31 


43 




















;! 


10 


13 





2 


2 


3 


8 


11 














. 








5 


5 














5 


5 





















95 



154 



249 



8G 



141 



i:! 9.30 3.54 



72 



Q SCHOOL— Continued. 



^ ig Per Cent of Failures 














' "ns 


Jan. 2Sth, 


1917. 
















ir 


No 


in Class 




Failure in 






Per Cent 


I 


Close of Semester 




Subject 






Failed 




) tal 


lioys 


Girls 


Total 


Boys 


Girls 


Total 


Boys 


Girls 


Total 




10 


19 


29 


1 





1 


10. 





;5 . 44 


. 1 


10 


10 


20 


1 





1 


10. 





5. 


1 


IG 


ir, 


31 


.) 


1 


4 


18.75 


6.66 


12.90 


1 


i 


4 


11 
91 


2 





2 


28.57 





18.18 


13 


43 


48 


1 


1 


8 


16.27 


2.08 


8.79 


- 2 


13 


47 


60 


2 





2 


15.38 





3, . 33 


- 1 


5 


24 


29 




















3 


18 


71 


89 


2 


T) 


3 


11.11 





2 . 34 


16 


40 


84 


124 


9 


6 


15 


22 . 5 


7.14 


12.07 




33 


38 


71 


8 


6 


14 


24.24 


15.78 


19.71 


10 


46 


56 


102 


13 


10 


23 


28.36 


17.85 


22.51 


11 


35 


25 


60 


9 


1 


17 


25.11 


33. 


28.33 


6 


1!) 


19 


38 


6 


4 


10 


31.57 


31.05 


26.31 


- 3 


16 


12 


28 


8 


1 


9 


50 . 


8.33 


32 . 14 


' 2 


4 


3 


430 




















6t 


193 


237 


53 


35 


88 


27.46 


14.76 


20 . 46 


.- 14 


4r) 


48 


!»3 


5 


8 


13 


11.11 


16.66 


13.97 


] ■ 3 


3)4 


24 


58 


2 


1 


3 


5.88 


4.16 


5.i: 


7 


18 


24 


42 


1 


4 


5 


5 . 55 


16.66 


3,.:o 


3 


1 


20 


27 





1 


1 





5. 


3 . 70 


3 


8 


2 


10 




















■4 


19 
131 


;52 


51 

281 


1 


.') 


4 


5.26 


9.37 


7.84 


34 


150 


9 


17 


26 


6.87 


11.33 


9.25 


"12 


20 


6 7 


S7 


2 


.) 


5 


10 


4.47 


5 . 74 


' 


10 


9 


19 




















2 


21 


i 


28 


1 


1 


2 


4.76 


14.28 


7 . 14 


J 5 


22 


37 


59 


4 


4 


8 


18.18 


10.81 


13.55 


19 


73 


120 


193 


7 


8 


15 


9.58 


6.55 


( . ( t 



6J 



]'e: 



JV 



St 
St 
St 



T- 



C' 



Subjects 



Joinery , 

Turning , 

Cabinet , 

Pattern 

Total 

Forge 

^Machine Shop 

Total 

Freehand Drawing" 1... 

Total 

Mechanical Drawing 1. 
Mechanical Drawing 2. 
Mechanical Drawing 3, 
Mechanical Drawing 4, 
Mechanical Drawing 5, 
Mechanical Drawing 6. 
^Mechanical Drawing 7, 
Mechanical Drawing 8. 

Total 



1 lanilicraft — Rasketry 
Handicraft — Leather 
Handicraft — Metal . . 
Handicraft — Potter\' . 



JOHNSON HIGH 

Tabulation Showin 

Semester Endii 

Taking Dropped 

Subjects Subjects ^ 

Boys Girls Total Boys Girls To 



31 





31 








23 





23 


1 





20 





20 


2 





4 





4 









78 

13 
17 



30 

4 



30 
13 
19 
13 

8 

7 
6 

9 



98 




33 



13 

17 



30 
37 



37 

30 
13 
19 
13 

8 
7 
fi 

9 



98 






19 


19 





1 


1 





1 


1 





10 


10 



s; ''°''' ■■ 







31 


31 


S Music 1.. .. 







22 


22 


^ Music 2.... 
Total .. 







9 


9 





31 


31 


*j Gymnasium 


1 


61 


109 


170 


N Gymnasium 
Total .. 


2 


38 


40 


78 


99 


149 


248 



12 









12 
3 

15 



J 



I laiulicraft — l!asl<etry 
1 iaiidicraft — Leather 
I laiulicraft— Metal .. 
1 laiulicraft— Pottery . 

Total 

Music I 

Music 'I 

Total 

('■yiiinasium 1 

gymnasium 2 

Total ... 



JOHNSON HIGH SCHOOL— Continued. 

Tabulation Showing Per Cent of Failures 

Semester Ending Jan. 28th, 1917. 



Subjects 



joinery 

Turniiii.,' 

C!ahiiHt 

ratteni 

Total 

I'orj^^' 

.Macliiiu- Shop 

Total 

JMccliaiul I )rauiii,!.j" ] . . 

Total 

Mechanical Drawing 1. 

Mechanical Drawing 2. 

Mi'chanical Drawing 3. 

Mechanical Drawing 4. 

Mechanical Drawing 5. 

Mecham'cal Drawing 6. 

Mechanical Drawing 7. 

Mei-hanical Drawing S. 

Total 



Taking 
Subjects 
Boys Girls 



31 



20 
4 



i;] 



08 








Total 

31 

23 

21) 

4 



13 

17 



Dropped 
Subjects 
Boys Girls Total 



.\o. in Class 

Close of Semester 

J')OVS Girls Total 



Boys 



Failed in 
Subject 
Girls Total 



31 



1<S 
4 



11 
IG 



31 
22 

18 
4 



11 



19 
1 
1 

10 

31 

22 
9 

31 



98 

19 
1 
1 

10 

31 

22 
9 

31 



12 








12 

•0 

1 

1 



17 

1 
9 



IS 
9 



61 


109 


170 


3 


12 


If) 


58 


38 


40 


78 


1 


3 


4 


37 


99 


149 


248 


4 


15 


19 


95 



97 
37 

134 



17 

1 
9 



18 
9 

27 

155 

74 

229 



10 








Bov 



I'^^r Cent 
Failed 

ys (^iris 1 















— 
















30 





30 


3 





3 


27 





27 











4 


33 


37 





1 


1 


4 


32 


3G 











4 


33 


37 





1 


1 


4 


32 


36 











30 





30 


4 





4 


26 





26 


4 





4 


13 





13 


2 





2 


11 





11 


1 





1 


19 





19 


2 







17 





17 


2 





2 


13 





13 


2 





2 


11 





11 


1 





1 


8 





8 


1 





1 


I 





7 


2 





2 


7 





7 


1 





1 


6 


6 




















G 











6 


6 
































2 





2 





















15.38 

9.09 

2 11.76 

9.09 

28.57 









10 11. G2 



5.17 
5.40 



(I 



ir).:is 

9.0!) 

11. u; 

9.0!) 

w..-): 

(I 



M 

n 11. n-.' 

'I 

•' 

'1 

f' 



n 



3.7 



10 5.26 



.1.19 
.-,.40 

,",.7-1 



.•i.sr 
n.r. 



JOHNSON HIGH SCHOOI^Continued. 

Tabulation Showing Per Cent of Failures 
Semester Ending Jan. ?.Sth. 1917. 

, .^.^jg Taking Dropped Xo. in Class Failure in Per Cent 

•^" '^'"'^ Subjects ' Sul)jects Close of Semester Subject Failed 

Boys Girls Total I'.oys Girls Total P.oys Girls Total Boys Girls Total iioys Girls Total 

|.,„,„ansliip and Spell-, 

'\ ' . 4;i ?<; 11!) 7 1.-. 2-i ;i(i Gl 97 6 :i n IG (5(j -191 9-27 

IVmiianship and Spell- 

", , ;Jv' -! ti-"' !> : li; 2- 26 49 4 1 .-, 17.:]9 :? si 10 9 

\nii ■i 

,p^^j.^, 75 109 184 IG 3? -•IS 59 87 IIG 10 4 14 1G.94 4.59 9.7-,' 

I'.uokkccping: 1 

l',(M>kk-ccpins 2 

I'.nDkkccpins,^ 3 

r,onkkcci)inf,^ 4 

Total 

Sii'ni)L;raphy 1 

Slcnoj?rai)liy 'i 

Slciu).s,Tai)liy ■) 



Gl 


97 


6 


26 


49 


1 


87 


14G 


10 


2:5 


42 


2 


9 


18 


2 


1 

1 


() 
5 


1 

1 



23 25 48 4 2 G 19 23 42 2 3 5 10.52 13.04 11.9 

9 9 18 9 9 18 2 1 3 22.22 11.11 IG.GG 

5 1 G 5 1 (i 1 1 2 20. 10. 33.33 

2 4 G 1 1 1 1 5 1 I) 1 10. 20. 

;!9 3!t 7S 5 2 7 ;i4 37 U G 5 11 17. Gl 13.51 15.49 

1 32 ;')G 1 S 9 

3 : 10 1 1 2 

2 21 2;; 112 1 



Total ^ (5') G9 3 9 12 G 

'rvpcwritin- 1 35 9: 132 9 ^ IG 2G 



24 


27 





3 


3 







12.5 


11.11 


7 


9 





1 


1 







50. 


11.11 


20 


21 






















51 


57 





4 


4 







7.84 


7.01 


90 


IIG 


2 


5 


7 


7. 


.69 


2.22 


6.0:5 



atal 



1:50 n : iG 2G 90 116 2 5 7 7.69 2.22 6.03 



OunnuTcial Law 18 13, 31 



0-2 4 IG n 27 1 1 9.09 3.70 

Coniinercial Geosrapln-. 21 35 56 1 1 . 19 31 50 3 6 9 15.78 19.35 18.00 
lUisiiicss Correspond- 

encc 1 13 14 2 2 1 11 12 

Total 

Sewinp; 1 

Sewino- 2 

Scwins; 3 

'lotal n 4.^ AE n 6 6 39 39 

Cookinjj 1 

^^"onkiiio- 2 

'l^'^tal 48 48 6 6 42 42 



40 


61 


101 


2 


5 


r 


36 





37 


37 





6 


6 








6 


6 

















3 


2 

















45 


45 





6 


6 








39 


39 





5 


5 








9 


9 





1 


1 






53 


89 


.') 


7 


10 


8.33 


13.20 


11.23 


31 


31 





1 


1 





3.22 


3.22 


6 


6 




















2 


2 





















2 . 56 



34 


34 




















8 


s 





















SCHOOL— Continued. 
g Per Cent of Failures 
( ^g Jan. 28th, 1917. 



.'g 


i\o 


. in Class 




Failed in 






Per 


Cen 


t 


Close 


of Semester 




Subject 






F; 


iiled 




•nstal 


Boys 


Girls 


Total 


Boys 


Girls 


Total 


Boys 


C 


iirls 


Total 


1 


31 





31 






















I 1 


23 





22 






















ta 2 


18 


U 


18 


U 



















3. 


4 





4 






















3 


75 





75 




















- 2 


n 





11 






















_ 1 


16 





16 






















V 
3 


27 





27 






















1 


4 


32 


36 






















1 


4 


32 


36 






















1 ^ 


26 





26 


4 





4 


15.38 







15 . 38 


9 


11 





11 


1 





1 


9.09 







9.09 


o 

1 ^ 


17 





17 


2 





2 


11.76 







11.76 


o 
1 "" 


11 





11 


1 





1 


9.09 







9.09 


, 1 


7 





ly 
i 


2 





9 


28.57 







28.57 


1 


6 


6 




























6 


6 

























_ 


2 





2 
86 






















6 
12 


''^'» 





10 


(1 


10 


1 1 . 62 







11.62 


1 
-" 2 





17 


17 






















1 

















0' 



















1 


1 






















1 





9 


9 






















_ 4 





27 


27 






















3 4 





18 


IS 





1 


1 





5 


55 


5 . 55 


1 ' 





9 


9 






















1 





27 


27 





1 


1 





3 


7 


3.7 


15 


58 


97 


155 


o 

o 


3 


6 


5.17 




19 


3.87 


- 4 


37 


37 


74 


2 


2 


4 


5.40 


5 


40 


5.40 


1 






















10 


95 


134 


229 


5 


5 


10 


5.26 


n. 


73 


4.32 



HUMBOLDT HIG 

Semester Enc 



Su 



Lat 
Lat 
T.at 
Eat 

Lat 



Frei 
Frei 



Geri 
Ger 
Ger 
Ger 
Ger 
Ger 



Expression 
Expression 
Expression 


1 

2 

3.... 




10 

1 
3 


10 
10 
10 


20 
11 
13 


3 


1 




1 
1 


Total . 


14 


30 


44 


4 


2 


Commercial 
Commercial 
Business 
ence . . . 


Law 

Geography. 
Correspond- 


6 
11 

2 


14 
22 

11 


20 
33 

13 


1 

1 




3 
2 












Total . 


19 


47 


66 


2 


5 


Sewing 1.. 
Sewing 2.. 
Sewing 3.. 
Sewing 4.. 













29 
18 • 

6 


29 
IS 

i 
6 









1 




Total . 





60 


60 





1 


Cooking 1. 
Cooking 2. 










8 
16 


8 
16 






1 
1 


Total . 





24 


24 





2 


Joinery . . . 






47 
13 
32 
20 








47 
13 
32 
20 


6 


4 






Turning . . 









Cabinet .. . 
Pattern .. . 


















Total . 


112 





112 


10 





Eorge .... 






17 
6 
4 







17 
6 
4 


5 

1 
1 





Bench 









^fachine .. 

















Total . 


27 





27 


7 






HUMBOLDT HIGH SCHOOI^-Continued. 

Semester Endine: Jan. 26, 1917. 



Kxprcssion 1 

J^xprcssion 2 

iCxprcssion •'! 

Tr)tal 

('((iiiiiRTcial Tyaw 

C'oiiiiiicrcial Geography, 
business Correspond- 
ence 

Total 

Sevvin,^ 1 

Seuiiij,'' 2 

Sewinj;'' .'{ 

Sewinj,'' I 

'I'otal 

Cookinij ] 

C'nnkilli^ '<? 

Total 

joinery 

Tiirnin.c: 

Cabinet 

I 'attorn 

'I'otal 

Foryc 

r>encli 

^^aclline 

Total 



10 
1 
."5 

U 

11 

2 

19 








10 
10 
10 

.so 

M 
28 

11 

•17 

29 
IS 



20 
11 

i;j 

44 

20 
.33 

1.1 

66 

29 
IS 



in 



10 



i: 









10 


17 





















9 


10 

11 


















(1 





2S 

11 

20 

11 
42 

29 

17 



;{S 

k; 
;50 

K! 

r>9 

29 
17 




10 



10 

2 







1 
1:5 



11 

2 







2« 
30 



24 









50 



24 

7 






GO 



(10 



59 



59 




112 





112 


10 





10 


102 





102 














17 





17 


5 





5 


12 





12 


1 





1 


8 


(') 





() 


1 





1 


5 





~) 














4 





4 


1 





1 


3 





3 














27 





27 


7 





7 


20 





20 


1 





1 


.'i 






s 





o 









t'cnnau 1. 

'■iTinaii 2. 

('cnnan ;!. 

(■orman 4. 

'■iTiiian "). 

(^■(.'nnan 7. 

Total . 



HUMBOLDT HIGH SCHOOL. 
Tabulation Showing Per Cent of Failures. 











vSc 


mest 


cr 1 


'lulinj,^ 


Ian. 2G, 


1917. 
















'I'akiiif^ 








Dropped 




^ 


o. in Class 




Failed in 






Per Cent 






vSu1)jccts 








Subj 


ccts 




Close of Semester 




Subject 






Failed 




r.oys 


C.irls 


Total 


1! 


oy.'' 


Girls 


'J'otal 


Bo3\s 


Girls Total 


Boys 


Girls 


Total 


Roys 


Girls To 


tal 


65 


71 


136 




8 




8 


1() 


57 


63 120 


19 


3 


22 


33 




IS 


.••)8 


31 


69 




8 




5 


13 


30 


26 56 


12 





12 


40 





^^1 


4!) 


54 


103 




5 




2 


7 


44 


52 96 


7 


2 


9 


■ 16 


1 


9 


ir 


16 


33 




1 




2 


) 


16 


14 30 


5 





5 


31 





17 


2 1 


IS 


72 




2 




4 


(i 


22 


44 66 


1 


1 


>) 


5 


2 




6 


•) 


s 















6 


2 8 


1 





1 


17 





12 


09 


21 


43 




2 










20 


21 41 


1 





1 


.") 








' 


5 


12 




1 







^ 


6 


5 11 


1 





1 


17 









ihjccts 



I'.nL^li.sh 1 

I'ji.^lish 2 

Iji-Iish 3 

I',iij;li.sh 4 

I'.nplish 5 

I'',nt;lish (J 

I'.iiKlisli 7 

I'M.^lish 8 

Total 228 218 476 27 21 48 201 227 428 47 6 53 23 3 12 

l.alin 1 24 11 35 2 2 22 11 33 2 3 5 9 27 15 

l,alin 2 23 14 37 1 i 22 14 36 6 6 27 17 

Latin 3 16 9 25 1 1 15 9 24 .3 3 20 12 

Latin 4 7 19 26 1 1 



8 


24 




















2 


4 





















Latin (i., 2 2 4 (l 2 

Total ;2 55 127 5 1 6 67 54 121 11 :) 14 

I'lTiich ] (i C, 1 1 

I'lvnch 3 2 7 9 1 1 1 






1) 

































Total 2 13 15 1 1 2 1 12 13 



21 


31 


55 


8 


3 


11 


16 


28 


44 


4 





4 


25 





9 


2.'i 


1(i 


39 


6 





6 


17 


16 


33 


5 


1 


6 


29 


6 


18 


11 


13 


2 1 


4 





4 


10 


l.'. 


23 


-1 


2 


6 


40 


15 


26 


1 


12 


16 


1 


1 





3 


11 


14 


1 





1 


3;i 





~ 


3 


6 


9 





1 


1 


3 


5 


8 


























2 














2 


2 





















68 80 lis 19 5 24 49 75 124 14 3 17 29 4 14 



H SCHOOL— Continued. 



1} 

' ling 

n. 


Jan. 26, 


1917. 
















■;' 3 


7 


10 


17 




















1 


1 


9 


10 




















t 2 


2 


9 


11 




















3 

6 


10 


28 


38 




















4 


5 


11 


16 


1 





1 


20 





f) 


3 


10 


20 


,'50 


3 


10 


13 


30 


50 


43 


- 


2 


11 


13 




















7 


17 


42 


59 


4 


10 


14 


24 


24 


21 


- 





29 


29 





2 


2 





7 


1 


1 





17 


17 


























7 


7 


























6 


6 




















1 





59 


59 





2 


2 





3 


> 


1 





7 


7 




















1 





15 


15 




















- 2 

1 





22 


22 




















6 


41 





41 























13 





13 




















4 


28 





28 




















') 


20 





20 




















10 


102 





102 




















5 


12 





12 


1 





1 


8 





s 


1 


5 





5 




















.- 1 


3 





3 





















20 20 



HUMBOLDT HI( 

p-j.( • Semester En 

Frc 

lT,-( History 1 41 33 74 

].Vt ]iistory 2 35 37 62 

Pi-< History 3 27 18 45 

Fr, History 4 24 13 37 

pj.< History 5 4 5 9 

Civics" 8 14 22 



2 


6 


1 


o 


2 











1 





1 


2 



Total 139 110 249 7 10 

Mi I'.iology 1 5 30 35 1 

j\[( I'hysical Geography 1.. 11 20 31 1 

'^,l^ IMiysics 1 12 4 IG 1 



o 



]\f( Chemistry 1 23 35 58 4 

^^[^ Apphed Science 1 8 8 

M< 

Total 59 89 148 6 3 

Penmanship and Spell- 

^[f iuL,^ 1 31 52 83 4 4 

;\[( Penmanship and Spell- 

^|( ing 2 14 22 36 3 2 

^^^ 

'l\nal 45 74 119 7 6 

Bookkeepino- 1 6 29 35 1 1 



Ar • 

Ar Total 6 29 35 1 1 

Al 

Al Stenography 1 6 25 31 5 2 

ll\ Stenography 3 15 15 1 

G< 



r,; Total 6 40 46 



HUMBOLDT HIGH SCHOOL— Continued. 

Semester Endint,^ Jan. '^(i, 1917. 

33 T4 3 6 S .'.n -27 6(5 11 i 

"'^'"'■>' ' ^; „'. .•' 1 v> ' 34 25 59 6 2 

- .. 27 IS 4r) 2 I v^) Ih I.) 



Ili.-tnry •') 

Ilistor'v 4 24 i: 



listorv .1. 



•t 



s 


.■50 


\ 


34 


2 


2^) 





•n 


1 


•') 



5 

-n 1:5 37 2 1 

1 1 ;! 5 8 



D 


28 


19 


,) . 


8 


17 












II 





20 





V 


;5 


8 


8 













fi 











*i 



: • S 14 22 1 2 •! 7 12 10 

C ivics '^ ^^ 

'I'c.tal 

Iiiolo^^y 1 

I'liysieal (iC()t,'rai)liy 1.. 

I'liysics I 

C'lieiiiistry I 

Applied Science 1 

Total 

I'eniiiansliip and Spell- 
in- I 

renniansliip and Spell- 
in.'i 2 

Tc.lal 

r>i)(i|<keo|iinj^ I 

Total 

,Sten()_u;rapIiy 1 

Steno^rapliy .'! 

''''^';'' <5 40 4G .5 :] s 1 r,7 38 8 S 32 
































, ^ 1 


i;{f) 


110 


210 


' 


10 


17 


13.2 


100 


232 


24 


' 


31 


18 


; 


1:1 


.'1 


;'.() 


.').") 





1 


1 


.") 


20 


;;4 














~ 


C 


11 


20 


;ii 


1 





1 


10 


20 


30 


2 


1 


.3 


20 


5 


1(1 


12 


4 


k; 


1 





1 


11 


4 


15 


6 





G 


55 





•1(1 


2:5 


.').") 


58 


4 


2 


G 


10 


33 


52 


2 





2 


11 





1 


8 





8 











8 





8 


1 





1 


12 





r.' 


'iO 


8i) 


118 


G 


;') 





53 


8G 


130 


11 


3 


14 


21 


iS 


10 


:!1 


ri2 


8;] 


\ 


4 


8 


27 


48 


7.") 


1 





1 


4 


(1 


1 


14 


22 


36 


3 


2 


5 


11 


20 


.31 


1 





1 


9 


(1 




I.") 


74 


no 


7 


(i 


13 


.38 


(IS 


10(i 


•) 


1) 


2 


.1 





" 1 


(; 


2!1 


'■>') 


1 


1 





.") 


28 


33) 





II 





» 


(1 


' 










. 




















— 


(1 


20 


35 


1 


1 


2 


5 


28 


3.3 

















[> 


(i 


2.') 


31 


5 





7 


1 


23 


24 





G 


6 





25 


O'l 





1.-. 


1.") 





1 


1 





14 


14 





2 


2 





14 


14 



l.-rcchand Drawing' 1 
iMcchand Drawing 2 
I'rccliand Drawinj,^ 3 
iM-cehand Drawing 4 
I'rccliand Drawing i> 
iMcciiand Drawing C 
iMcchand Drawing 7 
iMccliand Drawing 8 



Total . 

Mrclianical 
Ali'clianical 
Alcciianical 
Mechanical 
Mechanical 
Mechanical 
Mechanical 



Drawing I 
Drawing 2 
Drawing 3 
Drawing 5 
Drawing 6 
Drawing 7 
Drawing 8 



37 



Total 37 

Modeling 1 
Modeling 3 

Modeling ;{ 5 

Modeling 4 

Total 5 

Arithmetic 1 27 

Arithmetic 3 13 

Algebra 1 43 

Algebra 3 39 

Higher Algebra 10 

Oconictry 1 99 

(■oomctry 3 20 

'^"tal 180 



40 



39 



39 



HUMBOLDT HIGH SCHOOL— Continued. 

Semester Ending Jan. 26, 1917. 



41 (i G 1 



37 



44 



44 



•J± .)0 



40 41 G G 1 



37 37 



34 35 



37 











13 



37 



34 



37 



39 



13 



34 



39 



77 


104 


1 


5 


6 


26 


32 


45 


4 


2 


6 


9 


18 


60 


6 


3 


9 


36 


24 


63 


12 


5 


17 


27 


2 


12 


4 


1 


5 


6 


11 


40 


3 


1 


4 


26 


10 


30 


3 


1 


4 


17 



174 



354 



IS 



51 



147 



15G 



303 



38 



31 



59 



26 



13 



13 



13 



72 


98 


9 


9 


18 


35 


12 


IS 


30 


39 


1 





1 


11 





3 


15 


51 


3 


3 


6 


8 


20 


12 


19 


46 


15 


4 


19 


55 


21 


41 


1 


7 


1 


1 


2 


17 


100 


29 


10 


36 


5 


1 


6 


19 


10 


ir 


9 


26 


4 


3 


7 


24 


33 


37 



19 



""^H SCHOOL— Continued. 



1 

ding- 


Jan 


. 26, 


191 


7. 
















3~ 8 




39 




27 


66 


11 


4 


15 


28 


19 


0-1, 


.i 




34 




25 


59 


6 


2 


8 


17 


8 


1 + 


2 




2 b 




18 


43 


5 





5 


20 





12 







24: 




13 


37 


2 


1 


3 


8 


8 


s 


1 




O 




5 


8 




















) 


— 


t 




12 


19 





















1^ 132 100 232 2-1 



1 


5 


1 


10 


1 


11 


6 


19 





8 



31 18 7 13 



29 


34 





2 


20 


30 


2 


1 


4 


15 


6 





33 


52 


2 


■0 





8 


1 






2 





7 


6 


3 


20 


5 


10 


6 


55 





40 


2 


11 





4 


1 


12 





12 



53 86 139 11 



14 21 3 10 



8 27 48-75 1 1 4 

5 n 20 31 1 1 9 



13 38 (JS 10<j 



28 33 

28 33 



•J 2 5 





! 1 2'3 24 • G 6 25 



1 14 14 

3 1 37 38 



<■) 



3 2 14 14 

8 8 22 21 



ypewrii 
Typewri' 
Typewri 

Tvpewri 

I Tou 

^Nlusic 1 
« 

Tot: 

Gynmas: 
Gvmnas 

Tot 



HUMBOLDT HIGH SCHOOL— Continued. 

Semester Ending Jan. 36, 1917. 

Typewriting 1 
Typewriting 2 

Typewriting:? 23 G6 89 2 4 6 21 G2 83 3 3 14 

Typewriting 4 

Total 

Music 1 

Total 

Gymna.sium 1 

Gyiiuiasium 2 

Total 70 85 155 6 6 12 G4 79 143 

































23 


66 


89 


2 


4 


6 


21 


62 


83 


3 





3 


14 





t 


15 


4 


19 


1 





1 


14 


4 


18 




















15 


4 


19 


1 





1 


14 


4 


18 

















■) 


50 


59 


109 


5 


3 


8 


45 


56 


101 




















20 


26 


46 


1 


3 


1 


19 


23 


42 





















\, 



THE HIGH SCHOOLS 615 

From a study of the details of any one table, e. g., Central School, 
interesting questions arise, to answer which would demand an inti- 
mate knowledge of the conditions in each class. 
Among the questions would be : 
Why in English 1 should 25% of the boys fail and 8% of the 

girls? 
Why in English 2 should 20% of the boys and 5%) of the girls 

fail ? 
Why in Latin 1 should 21% of boys and 10% of girls fail? 
f Why in Latin 2 -should 27% of boys and 16% of girls fail? 
Why in German 2 should 32% of boys and 15% of girls fail? 
Why in Expression 2 should 0% of boys and 25% of girls fail? 
Why in Arithmetic 1 should 43% of boys and 17% of girls fail? 
Why in English History should 18% of boys and 0% of girls fail? 
Why in Physical Geography should 15% of boys and 3% of girls 

fail? 
Why in Penmanship and Spelling 44% of boys and 3% of girls 

fail? ' ' .^ 

Why should there be no failures in 8 terms of freehand drawing? 

So far as could be learned no use has been made of the statistical 
facts which have been gathered regarding pupils' failures, so tha-t 
comparisons could be made between schools or between classes within 
the same school. A study of the tables by semesters would be one 
element in a diagnosis of conditions within a school or of the system 
and would lead at least to a standardizing of the marking system, and 
also be a partial basis for the regrouping and classification of pupils. 
Such a study is strongly urged. 

LUNCH ROOMS. Beginning with September. 1916, the high 
schools, except the Central School, were equipped with cafeteria lunch 
rooms. The lunch room of the Central School opened in February, 
1917. All the lunch rooms are admirably managed, notwithstanding 
some inconveniences due to the necessity of adapting rooms to the 
purpose which was not contemplated in the erection of the building. 
Wholesome food is served at reasonable prices. In each of the 
schools pupils assist in serving the luncheons for a small remunera- 
tion. To a very limited extent some of the products of the domestic 
science department are sold at the lunch counter. The service was 
prompt in all the schools, and the conduct of the pupils was excellent. 
As a part of the actual business of the school, the lunch room should 
in some way be connected up with the commercial department, and 



616 EEPOET OF SCHOOL SUEVEY 



1 



to a greater extent than at present, with the classes in cooking. The 
accounts of the school could be audited by the pupils in the advanced 
classes in bookkeeping, and moreover the actual keeping of the lunch 
room books could be a part of the practical life experience of book- 
keeping classes. It should be remembered, however, that lunch rooms 
as now conducted are new to the Saint Paul high schools. Doubtless 
better accommodations will soon be had and their possibilities for 
some use other than the convenience of pupils, will be appreciated. 

LIBRARY. In each school is a school library, which at the 
Humboldt and Johnson schools is in the auditorium, and at the Cen- 
tral School is in a large room on the top floor. Only at the Central 
school is there a person who gives her entire time to this work. At 
the Humboldt and Johnson schools one of the regular teachers or a 
clerk takes charge. Not all the libraries are completely catalogued., 
although a beginning has been made in this direction. 

For the complete utilization of the library at the Humboldt and 
Johnson schools, the person in charge should be allotted more time. 
At the Central school the librarian is working closely and effectively 
with the teachers of English and of History especially. The library 
is virtually the laboratory of these departments. Duplicate sets of 
books for class use are at hand and books are grouped from term to 
term according to the needs of particular classes. 

The librarian gives talks and demonstrations systematically to 
the pupils in the first year English classes, and thus assists pupils in 
learning the resources of the library and also how to use them. The 
system of classification employed is the same as that used in the City 
library, hence pupils may later on have no difficulty among more 
ample library facilities. 

The work of the librarian at the Central school cannot be too 
highly praised. The room is used as a study room by a large number 
of pupils each period of the day, and with the thorough systematizing 
of the routine, the librarian is able to help a large number of pupils 
without confusion. The out of school circulation of the books ranged 
from 600 in September to about 1,600 in January. The books are well 
selected, with all departments of the school represented. The library 
suffers a disadvantage in having to be used for two periods a day as a 
lunch room. 

It is recommended that as soon as practicable the other libraries 
be organized and administered in a manner similar to that of the Cen- 
tral school. 



THE HIGH SCHOOLS 617 

It would further seem possible for a closer relationship to exist 
between the city library and the school libraries through the Commis- 
sioner of Education, who also has charge of the city library. 

The discipline and order in all the high schools is to be highly 
praised. The movement of large numbers of pupils from room to 
room between the periods of recitation was without disorder, notwith- 
standing the inconveniences due to numbers. The attention in the 
classroom appeared to be genuine, and throughout the schools there 
was an attitude of trust and helpfulness between teachers and pupils. 



THE RELATION OF THE HIGH SCHOOLS TO THE ELE- 
MENTARY SCHOOLS. 

The belief is coming to be generally accepted that what is called 
the high school is not a separate institution, but is rather the last third 
of the common school course. With a fuller recognition of this fact, 
the gap too frequently found between the elementary school and the 
high school will gradually be closed. As in advancement from one 
elementary grade to another, the principal test is the teacher's judg- 
ment of a pupil's ability to do the work of the next stage, so in pro- 
motion to the ninth grade or first year of high school from the ele- 
mentary school, the criterion to be applied is, "Will the pupil get more 
out of advancement than by remaining behind?" The judgment 
of the teacher is to be sure, based upon some objective data, such as 
daily work, tests, and formal examinations, these factors being taken 
as a whole. The teacher must also take into consideration the pupil's 
habits of work. It cannot be too strongly affirmed that however we 
may exalt the machinery of promotion, every boy and girl of high 
school age belongs in the high school, regardless of the formal com- 
pletion of the grammar school course. It is the function of the high 
school to welcome every such boy and girl, and to adapt subject mat- 
ter, methods and organization to the needs of such boys and girls. 

This position involves a modified type of high school, and of high 
school teaching. That the Superintendent and high school principals 
of St. Paul are giving some attention to the closer relationship of the 
present elementary school of eight years and the high school is shown 
by various efforts at mutual understanding and co-operation. 

Toward the close of the semester pupils who are to be promoted 
are invited to visit as a class with their parents, the nearest high school 
and to have explained there the opportunities the high school affords, 
and by the personal conference with teachers and principal learn the 



618 



IlEPOET OF SCHOOL SURVEY 



significance and meaning of the different curricula offered. All this 
is admirable. Moreover, in order that the contributing schools may 
better know of the progress of first year pupils in the high school, in 
most schools a record of the successes and failures of the pupils is sent 
back to the elementary schools each term. This record deals not only 
with classes as a whole, but with individual pupils. If the sending 
of these records could be followed by one or two conferences of the 
eighth grade teachers, the elementary principals of the contributing 
schools, and the teachers of the ninth year and the high school prin- 
cipals, much closer articulation would result. The high schools 
would then be taken out of the partial isolation into which they have 
come, which is the case in other cities than St. Paul. To bring this 
conference to pass is the business of the superintendent or of a Super- 
isvor of Secondary Education, if one were appointed. 

The following is a typical summary of the records sent to con- 
tributing schools from one high school — 



School 

A 

B 

C 

D 

E 

F 

G 

H 

I 

J 

K 

Total 114 





Subjects 




Per Cent 


Pupils 


Taken 


Failures 


Failures 


18 


92 


10 


10.8 


19 


94 


7 


7.4 


19 


95 


7 


7.3 


18 


93 


3 


3.2 


7 


35 


1 


2.8 


3 


17 


3 


17.7 


4 


20 


3 


15.0 


3 


15 


3 


20.0 


9 


44 








1 


5 


2 


40.0 


13 


68 


4 


5.8 



578 



43 



7.6% 



This summary is accompanied by a card for each pupil showing 
the subjects taken in the first semester and indicating success or fail- 
ure. 

Another record is the following: 

Record of pupils received from School for the 

semester ending January 27, 1917 — 



THE HIGH SCHOOLS 



619 



Credits made — 22 scHcmdIs. 

Eng- Lan- Sci- Op- 

Names lish guages Math, ence Bus. M. T. tionals 



Total 



.252 



212 222 



172 



12 



60 



19.5 



99 



Passed Failed 
in all in 1 



Failed 
in 2 



Failed 
in 3 



Failed 
in more 
than 3 



Left 
School 



% of 
Failure 



Total 147 



55 



36 



18 



6 



39% 



By schools the per cent of failure ranged from with 2 pupils to 
58% with 3 pupils. In a school sending 49 pupils the percentage of 
failure was 20. 

The detailed study of this record by the high school principal and 
the several elementary schools has been very illuminating as well as 
mutually helpful. 

In addition to the scholarship record of the entering pupils, some 
such blank as the following would be helpful to the principal and to 
the teacher-adviser in placing pupils into nearly homogeneous groups 
in first year high school classes, and thus be the beginning of desir- 
able differentiations in first year high school work. 



620 REPORT OF SCHOOL SURVEY 

The problem of the adjustment of a pupil within the high school 
to his surroundings and to his work is one of the difficult matters of 
high school administration. Within the school there are different 
methods of recitation, a changed standard of discipline, a depart- 
mental plan of administration, new to many pupils, so that taken all 
together the first few months in the high school becomes a critical 
period in the school life of young people. As a result of ill-adjustment 
many pupils drop out of school during the ninth year, and an unwar- 
ranted number of pupils fail. To counteract these difficulties is an 
important responsibility of the principal and the teachers in charge of 
first year pupils. 

Among the corrective influences which will be found helpful are : 

1. The organization of the Junior High School to be composed of 
grades VII to IX inclusive. This type of organization which is rap- 
idly gaining favor throughout the country, makes the transition from 
the elementary school and its methods, to the high school more grad- 
ual, and involves departmental instruction, differentiation of curricula, 
promotion by subject, educational and vocational guidance, and a 
gradual growth of self-directed activity on the part of the pupil. Ref- 
erence has been made elsewhere in this report to the Junior High 
School, but its emphasis here is as a factor in rationalizing a pupil's 
progress through the schools. 

2. Conferences between teachers of the eighth grade and high 
school beginning classes for the purpose of multiplying points of con- 
tact between the work of the upper elementary grades and the high 
school. This topic is treated above. 

3. Teacher-advisers as the plan is being worked out now in the 
St. Paul schools. As teacher-advisers it is highly desirable that pupils 
remain under the direction of an adviser for at least two years. It is 
at this point that educational and vocational guidance play important 
parts. 

4. The metliod of a teacher's approach to a subject with a class, 
since so much depends upon a pupil's seeing the significance of the 
subject pursued, its purpose in the plan of the school and the partic- 
ular contribution it is to make to a pupil's store of knowledge or to his 
skill. The vitality given to the instruction is dependent to so large 
a degree upon the teacher's having a keen sense of the worth of the 
subject, gained from his own interest in it and his mastery of its de- 
tails and his knowledge of its points of contact with pupils' interests 
and needs. 

Two examples, one of the opposite character to the position taken 
here, were observed in two classes in history. In one case the teacher 



THE HIGH SCHOOLS 621 

set a problem which represented the work of the semester, and showed 
in big units of thought and of subject matter, the steps to be taken in 
its solution, and its significance in the social life of today. In the 
other case the approach to Roman history was by a detailed analysis 
of the first paragraph in the book. 

The problem of adjustment of elementary school whether it closes 
at the end of the sixth grade or at the end of the eighth grade, and the 
high school, is not one solely of administration, but includes methods 
of teaching. 

In the light of the discussion above, the continued study of the 
vital relationship of the two divisions of elementary and secondary 
education is urged upon the principals and teachers of both depart- 
ments. 

QUALITY OF INSTRUCTION. 

Among the points noted in visiting the dififerent classes with a 
view to passing judgment upon class activity were the following: 

The extent to which a teacher exercised skill in the mechanics of 
class management. 

The teacher's power to arouse and hold a pupil's interest. The 
teacher's ability to stimulate initiative. 

Skill in training pupils to think. 

Skill displayed in recognizing essentials of the subject for em- 
phasis in the recitation. 

Skill in recognizing the dififerent types of learning involved in 
particular subject or phases of subjects, and of adapting teaching 
method to the response expected of pupils. 

The teacher's knowledge of the subject and its place in the vari- 
ous curricula. 

The social aspects of the recitation. 

Because of the great diversity of subject matter in the high school 
program of study, not all these criteria are considered with equal em- 
phasis in the discussions which follow. Most of the work observed 
was of superior to excellent quality, when considered as an isolated 
exercise. The greatest defect was lack of co-ordination among the 
various subjects due to the fact that no common understanding was 
in the minds of many of the teachers as to the function of secondary 
education, or of the particular contribution that his subject was tO' 
make in its program. 

ENGLISH. Twelve classes were visited representing each 
school, and most of the phases of English work were observed. Some 



632 REPORT OF SCHOOL SURVEY 

of the recitations were formal and bookish, and others were charac- 
terized by spontaneity, interest and earnest endeavor. In some classes 
the teacher lectured and the pupils listened and took notes. In sev- 
eral recitations much use was made of the blackboard in teaching com- 
position and grammar. Very little systematic work was observed in 
oral composition and it was learned that not much emphasis was 
placed on this phase of English teaching. 

The best work in oral composition was seen in a first term class, 
in which pupils were making reports upon books read. The pupils 
stood before the class in good position, and talked freely in pleasing 
voice and to the point. The diction was good, as was the general 
sentence structure. The atmosphere of the classroom was such that 
pupils seemed to dare to do their best. The pupils of this class kept 
cumulative note books containing short themes, most of them, how- 
ever, drawn from the literature they read, rather than from incidents 
of every day life, typical letters, and also some poems which had been 
committed to memory. The penmanship was fair. About three- 
fifths of the time in the first two terms is given to practical English, 
including composition. Another excellent lesson was in third term 
English, where the class was studying topical sentences of various 
paragraphs. The pupils all showed interest and the recitation was 
highly purposeful. 

In general it was noted that the quality of speech in ordinary 
recitation work was not particularly good, in part due to the fact that 
many pupils are of foreign born parentage. 

Oral English is so fundamental in life that it should have a prom- 
inent part in the activity of the school. The English taught should be 
the kind that trained people use in daily association. Oral English 
in school takes the form of continuous speech by the pupil, from one 
to perhaps ten minutes on a given subject. This discussion is given 
after careful preparation of subject matter, outline and general method 
of treatment, but should never be presented by the memorizing of 
written sentences. 

The opportunity for teaching oral English should be utilized in 
every recitation, to the immediate advantage of the subject matter 
under consideration. If teachers refuse to accept a broken, footless 
jumble, or to complete for the reciter his lagging half-statements, if 
they frequently insist upon continuous sentences bearing upon the 
point called for and arranged in reasoned order, they will gain the 
triple end of having clarified and impressed the history or the science 
in question, of having guided the student in methods of study and of 
having taught English in a really vital way. In order to do this the 



THE HIGH SCHOOLS 623 

teacher must himself thoroughly understand unity, emphasis and co- 
herence, that he may know how to help the young speaker to acquire 
these essential qualities ; and he must practice them in his own speech, 
that he may furnish models for imitation. All this he can do without 
harping upon the technical terms. Too often, however, teachers do 
not recognize that the formal side of oral expression is of fundamental 
importance. 

Training in one form of expression or in one class of subjects does 
not necessarily insure facility in others, and also since fluency and 
force depend largely upon the degree of interest felt by speaker and 
audience, the pupil should have frequent opportunity to talk about the 
subjects that especially appeal to him, and he should be encouraged to 
broaden his range of choice as much as practicable. He should also 
vary the form of his discourse, sometimes by telling a story or by mak- 
ing reports of his studies ; then by describing what he has seen, or dis- 
cussing, informally, matters of current interest; again, he should ex- 
plain how or why something is done, and occasionally try to convince 
his audience that something should be done differently. Thus in turn 
he used narration, description, exposition and argumentation. 

The following concrete examples will suggest different types of 
oral exercises : 

Simple explanations, such as "How to set up a tent," "How a 
sewing machine ties a thread," and topics chosen from subjects in 
science, history, manual training will give practice in oral English. 
Reports in reading such as is described above, how magazines and 
books of reference are to be used, toasts offered at an imaginary ban- 
quet, debating, literary and dramatic activities are all of great impor- 
tance in the development of a high school pupil's linguistic growth and 
power. The ability to speak effectively and in such a way as to give 
pleasure to the hearers is next to character, one of the most powerful 
factors in personal efficiency. Hence Oral English should have a 
large place in the teaching of English, in all high schools. 

Several classes in formal rhetoric were visited in which analytical 
outlines of rhetorical principles were written on the blackboard or else 
dictated and copied into note books to be recited upon in later recita- 
tion periods. This seemed a waste of time and energy, since so mucli 
of formal rhetoric has no place in high school English, and the time 
could be better spent in getting practice in speaking and writing. The 
text book used was of college grade, and represented a viewpoint 
which obtained twenty-five years ago regarding rhetoric, when in col- 
lege it was frequently taught in the department of philosophy and 
logic. 



634 REPORT OF SCHOOL SURVEY 



1 



Three terms are given to the study of the history of American 
and English literature, with compositions based upon the authors 
studied. It would seem that too much time were given to work of 
this kind; and the work could well be reduced to a single term of the 
fourth year and there made an elective subject. What pupils need in 
the high school is to gain skill in the use of the mother tongue, and to 
have established some standards regarding literature which may serve 
as touchstones in determining their subsequent reading. 

The English program in the St. Paul schools is too formal and 
too comprehensive for most high school pupils. Greater stress should 
be laid upon the practical aspects of the subject and less upon the his- 
tory of literature and less upon rhetorical analysis. 

Recently the teachers of English have prepared an outline of eight 
semesters work, but this outline has not yet gotten into practical 
operation. In this outline of work there is no discussion of method of 
presentation. The suggestions for reading, however, are excellent. 
More emphasis should be put upon oral composition and the technics 
of English, including spelling, pronunciation, use of the dictionary, etc. 

Further, it would seem that the composition and technics of Eng- 
lish should be completely separated from the study of literature in the 
class room. Subjects of talks and of themes should rarely be chosen 
from the literature read. In the arrangement of the schedule of work 
some time should be provided when the teachers may have individual 
conferences with the pupils. There should also be definite plans 
whereby there would be closer co-ordination between the regular 
classes in English and the work of the other classes conducted in the 
mother tongue. 

These ends could be more easily realized through departmental 
supervision. The results would be that the problem of each term 
would be simpler and its solution more easily found. 



THE SOCIAL STUDIES INCLUDING HISTORY. 

The work in history, civics and economics follows closely the 
usual order, beginning with Ancient History and leading through Me- 
daeval and Modern history to English history, American history and 
Civics. Then follows a semester of Economics. Next to English, 
which is required for four years in all curricula, more pupils are pur- 
suing the social studies than any other subject. This is admirable in 
any public school system, provided that the study leads to a better un- 



THE HIGH SCHOOLS 625 

derstanding of the present day problems, economic, social and politi- 
cal. The conviction has been recently expressed and at the same time 
been worked out into a definite constructive program, that our in- 
struction in history has lacked touch with present world situations. 
This conviction has been shared by the history teachers of St. Paul 
and is expressed in a revised course of study, which has not yet been 
adopted in the schools. 

Nine recitations in history were observed, three in civics and one in 
economics. Some excellent teaching was seen. All the recitation 
rooms were well supplied with illustrative material. Note books were 
used in most of the classes, and these contained abstracts of assigned 
reading, analytical studies of historical periods and events, and in 
some instances were illustrated. 

Several classes visited were studying together with the teacher, 
who guided and directed the discussion. One problem for study was 
"How Rome became a world power." This problem was attacked 
with vigor 'by the entire class and much interest shown. In a class in 
American history, topics were being assigned in current history and 
reference for future reports were made to the Literary Digest. Pu- 
pils thus were able to study history in the making. 

The work in Civics was of high order. The recitations were 
skillfully handled and topics of interest to the class were under dis- 
cussion. Our recitation dealt with the topic, "What are our responsi- 
bilities for public welfare?" Another dealt in a comparative way with 
the machinery of government in a commission governed city, a State 
and the nation. 

Civics, however, is so fundamental to good citizenship that it 
ought not to be first presented to pupils in the seventh term, but 
rather to the greater body of pupils found in the first term, a majority 
of whom never reach the second year of the high school. 

Two classes in economics were visited, where the problem method 
of study was in progress. Excellent work was in progress in which 
the pupils were doing the greater share of the talking. 

The great danger in recitations in Social Studies is that the teacher 
will talk too much. The danger is not absent in other subjects, but 
it is especially prevalent in this department. It is the mental activity 
of the pupil that is wanted and this should be the aim of the recitation. 
By pointed questions, by suggestions and effective illustrations, the 
pupil is to be taught how to handle historical material and to learn 
history. When ideas and facts lead to thinking, the recitation be- 
comes profitable. That some such ideas were in the minds of the his- 
tory teachers was apparent in the greater part of the work observed. 



626 REPORT OF SCHOOL SURVEY 

With the excellent quaHties of teaching observed it is recom- 
mended that the energy of pupils and teachers be applied to a reorgan- 
ized history sequence such as the following: 

First Year. Community Civics and a study of Vocation. This 
course would be designed to lead a pupil to see the importance and 
significance of the elements of community welfare, among which are 
protection of life and property, health, recreation, education, civic 
beauty, communication, transportation, etc., to know the social agen- 
cies that exist ; to secure these elements of community welfare ; to 
recognize his civic obligations, present and future, and to respond to 
them by appropriate action. The study of vocations, or of what is to 
be done in the world, should not only assist a pupil in an intelligent 
choice of vocation when the time comes to choose, but to give him 
respect and appreciation, and there should develop a better under- 
standing among citizens of diverse callings. 

Second Year. Early European History to 1700 (including Eng- 
lish History and Colonial American History). This course should 
aim to twist together the various threads of historical development 
necessary to a knowledge of European conditions prior to the French 
Revolution. Beginning with a survey of the civilization of the ancient 
world and of the various elements which went to form these civiliza- 
tions, namely those of Greece, Rome and the Germanic tribes, the 
pupil should be shown the contribution of each. Then the growth of 
Europe would be traced through the great' institutions of the Middle 
Ages — the feudal system and the church — to the beginning ^of great 
national states, and to the three great movements of modern times — 
the awakening of interest in intellectual, artistic and scientific mat- 
ters, and the struggles for religious and political liberty. Then fol- 
lows the drama of modern history. Such a course as indicated above 
aims frankly to condense by the elemination of much material now 
taught as Ancient and Medaeval history. 

Third Year. Modern European History since 1700 (including 
contemporary civilization). Such a course should be made up of 
topics which would place a pupil in direct contact with contemporary 
Europe. The pupils should be impressed with the fact that an intel- 
ligent appreciation of present day Europe is to be secured through an 
understanding of the causes or conditions which may have given rise 
to the present economic and social order. Two aspects should be kept 
in mind, first that a great transformation has taken place in the organ- 



THE HIGH SCHOOLS 627 

ization of industry and in the methods of carrying on business and 
that national policies and aspirations have been shaped by their influ- 
ences. On the other hand, the relation of the individual to the State 
has also undergone a great change. Democracy has a new meaning. 
It is these two aspects of life and progress in Europe that such a 
course as here suggested should keep in mind, if history study is to 
function in intelligent citizenship. 

Fourth Year. United States History since 1760, together with 
Civic Theory and Practice. The course in United States History 
should aim in a very definite way to assist a pupil to understand the 
vital problems of daily social and industrial needs, hence the social 
and industrial problems would receive most emphasis, although the 
political phases of history should not be neglected. The work in 
Civics should have as its aim the increasing of the intelligence of 
pupils in regard to the function of government, the individual benefits 
arising from our institutions ; the principles of self-government with 
its advantages and obligations, and to inspire pupils with high ideals 
in regard to political conduct. Such a course should supplement the 
course in community civics suggested for the first year. 

Fourth Year. Economics. This course should be intimately 
connected with the work in United States History suggested for the 
fourth high school year. Only enough time should be spent upon the 
theory of economics to give a background for a study of modern 
economic problems. 

The course now followed in the St. Paul schools is of this type. 

It is therefore recommended that some such reorganization of the 
social studies, as is suggested above, be given consideration. 



THE SCIENCES. 

CHEMISTRY. In the science sequence, Chemistry is given in 
the fourth year or seventh and eighth terms with classes beginning in 
September only. Pupils entering the school in February, therefore, 
frequently have to wait half a year after they are ready to begin the 
subject, or have to begin it half a year earlier than normally, and then 
carry chemistry together with physics. To overcome this difficulty 
it was observed that in one school four pupils who could not enter the 
September class in chemistry were carrying five extra periods of work 
in a special class and thus attempting to do two semesters of work in 



628 EEPORT OF SCHOOL SURVEY 



3 



one. It is questionable economy of teaching energy to maintain such 
small classes. Beginning chemistry but once a year is due to the 
small number of pupils taking the subject in all but the Central and 
Mechanics Arts Schools. In their larger schools it would seem that 
some provision could be made for beginning classes in February, and 
thus add to the flexibility of the administration of the school program, 
and at the same time meet the needs of a larger number of pupils. 

Recitations were observed in all four schools, the instruction con- 
sisting chiefly of text book recitations from a common text, some sup- 
plemental reference work, and of experimentation in the laboratory. 
There was no common syllabus for the city, although it was learned 
that the text in use had been recommended by the science teachers. 
At the Humboldt school, the instructor had prepared a mimeographic 
syllabus which was in the hands of the pupils, as an aid to the text 
book instruction, and as a guide in the experimental work of the lab-- 
oratory. While the foundations of the subject are the same in all the 
schools, there are some variations in emphasis. For example, varying 
amounts of simple qualitative analysis are given in the diflferent 
schools during the first part of the year, and in two schools at least, a 
few quantitative experiments are performed, such as the determina- 
tion of the amount of oxidation of a given (juantity of tin, and finding, 
within 3. lO^o error, of the molecular weight of oxygen. 

A commendable plan of relating the subject to practical interests 
was noted at one school where the class, in cooking and the class in 
chemistry worked together in the baking of bread and in a discussion 
of its chemistry, and in calculating the cost of the gas consumed and 
relating this to the total cost of the bread. Again, it was learned that 
several visits had been made to industrial plants where chemical proc- 
esses play a prominent part, and reports upon these visits presented 
to the class. An examination of a number of these reports showed 
evidence of a very practical interest, and of careful work. 

In all schools seven periods a week are given to chemistry with 
a difiference, however, between the amount of time given to recitations 
and laboratory work respectively. In the Johnson School only were 
double laboratory periods given, and here there were two. The 
crowded conditions of the other schools made it quite impossible at 
present to arrange for the longer periods, although they are much 
desired by the teachers. 

The content of the Chemistry course in any one school is the same 
for all curricula, hence pupils taking the home economics curriculum 
have the same chemistry as those taking the mechanics arts curricu- 
lum, since the pupils from each are in the same recitation sections. 



THE HIGH SCHOOLS 629 

This condition is unfortunate and in schools the size of those in St. 
Paul should be avoided. It is true that the general principles of 
chemistry are common to all curricula, but in the matter of the illus- 
trations of these principles and in their applications, greater unity and 
definiteness can be given to a particular curriculum by a differentia- 
tion of at least a part of the second term of chemistry. It was found 
upon inquiry that chemistry teachers were not hostile to the idea. 

The quality of the recitations observed was very good indeed. 
The questions asked were pointed and led to thinking on the part of 
the pupils. The attention to the work on hand was excellent. The 
illustrations of chemical principles and facts discussed were apt and 
clear. 

The laboratory note books were neatly written and contained the 
essentials of the experiment. Many books had excellent outline draw- 
ings of apparatus. 

The equipment seemed to be adecjuate for the number of pupils to 
be taught. The lecture room at the Central school, however, would 
be improved if it were supplied with a chemical hood, and again the 
hood at the Johnson school was not in good condition. 

PHYSICS. Physics is a required subject in but two curricula, 
viz : Mechanics Arts and Arts, although the requirement in most of 
the other curricula of from four to eight credits in history and science 
leads pupils of other courses to take the subject. Recitations in each 
of the four schools were visited and essentially the same point of view 
regarding the teaching of physics was held by all the physics teachers. 
The same texts were followed, and the essentially same laboratory 
equipment was observed. The laboratories were well located and 
kept in good order. The apparatus was of commercial size and of 
excellent quality. In each laboratory the apparatus was set up for the 
15-lv experiments of the semester, there being one set of apparatus 
to each equipment. Thus it happened that during the same labora- 
tory period which was seldom a double period, pupils would be work- 
ing upon a variety of experiments, some pupils for instance determin- 
ing the breaking strength of a given wire, and others finding the 
specific gravity of kerosene or verifying the laws of vibrating strings, 
or finding the coefficient of linear expansion of a brass rod. 

The administrative arrangements and the mechanics in the man- 
agement of the laboratories was excellent. The note books were 
neatly arranged and clear in their placement of data, and usually cor- 
rect in their solutions of the problems set. The impression gained, 
however, was that formalism and laboratory ritualism predominated. 



630 REPORT OF SCHOOL SURVEY 

and that there was little real life interest in physics. There was 
apparent among the pupils no spirit of curiosity or of appreciation of 
the meaning of it all. No setting up of apparatus was necessary, so 
that it could not be charged that the work meant merely training in 
manipulative skill, but there was close following of the directions of 
the laboratory manual, with little or no independent thinking. The 
text book study was unrelated to the laboratory work, the two being 
practically in what might be called water-tight compartments. It 
was found, however, that teachers were beginning to think of physics 
in other terms than the statement of laws, and the routine perform- 
ance of experiments, for some steps had been taken in the assignment 
of home projects and of problems which had a direct application to 
home conditions and to household appliances, and connection with the 
recitation work. In discussing the teaching of physics from the view- 
point of aiming to give the pupil some comprehension of the world in 
which he lives, and of how life has been modified by the application 
of scientific knowledge and further of giving the pupil a disposition to 
inquire into the phenomena of his environment, a teacher defended 
his practice by the statement that the method followed was that of the 
college and university, and hence had validity. 

In the mechanics arts course, where pupils may be making prep- 
aration for entering higher technological institutions, there is possibly 
more reason for the type of physics taught in St. Paul schools, but the 
method followed should not be applicable to all the curricula. Hence 
it is recommended that the content of the courses in physics be differ- 
entiated and thus be better adapted to the different curricula offered. 
This could be best worked out by conferences of science teachers in 
all the schools, in conjunction with the domestic science teachers and 
the teachers of the various shops. It should be stated that St. Paul is 
no exception in the matter of formality in the teaching of science. 
This spirit is all too prevalent. 

PHYSIOGRAPHY. The course of instruction in this subject in- 
cludes text book study, laboratory work, and field trips of varying fre- 
quency in the different schools. In all the schools complete labora- 
tory facilities are lacking, so that many makeshift arrangements have 
to be made, which tend to decrease the efficiency of the teaching. The 
Central school has the best arrangement, but even there the room is 
much too small for the classes using it. The equipment, including 
maps, globes and reference books, is more complete at the Central and 
Johnson Schools than at the others. At the Johnson school it was 
noted that the laboratorv directions were written on the blackboard 



THE HIGH SCHOOLS 631 

and then copied by the pupils. It would be a saving of time and of 
effort if the pupils were to be supplied with manuals, or at least with 
mimeographed copies of the directions. The latter, it would seem, 
could be prepared by the advanced pupils in typewriting. At the 
Central school only is there one double laboratory period a week, with 
occasionally groups of pupils coming to the laboratory during a vacant 
period. Such a group was observed. The class was intent upon its 
work, even though the instructor was absent. At least one double 
period for laboratory work should be the rule in all the schools. A 
number of note books, which showed careful preparation, were exam- 
ined in the three schools visited. The results of the experiments were 
clearly indicated, and the pupils showed a grasp of the problems set. 

The field trips so desirable in an outdoor science like Physiography 
are usually conducted in accordance with an outline prepared in ad- 
vance, and discussed with the class, and thus the trips are made more 
purposeful. Without such preparation it would be easy for a field trip 
to result in merely an idle ramble. In one school, at least, careful 
notes are kept of the results of these excursions. This feature of the 
instruction in physiography should be extended to all the schools. 

The class at the Johnson school was somewhat hetrogeneous so 
far as the composition is concerned, since pupils came in from dift'erent 
years, in some cases with a knowledge of other sciences, and in some 
instances pupils entered the second half year, not having had the first 
term's work. The usual difficulty from such a mixture of pupils as 
the latter are in a measure offset by the rather sharp separation of the 
subject matter in the first half of the book from that which follows. 

Physiography and Biology both appear in the second year and 
thus come somewhat into competition with each other. If both sub- 
jects are to be taught, it is recommended that Physiography and Biol- 
ogy come in the first and second years respectively. An alternative 
arrangement would be to place in the first year a course in general 
science to be followed by biology in the second year. This latter plan 
met with the approval of several teachers consulted and is likely to be 
superior to the first. 

In one recitation visited there was a good discussion of the various 
classes of winds with illustrations and diagrams. The pupils were 
alert and responded well to the questions asked. The recitation had 
a definite aim which seemed to be realized by a majority of the pupils. 

BIOLOGY. This subject is scheduled as a first year science, 
although in the two classes visited the majority of the pupils came 
from higher grades. Laboratory experimentation is carried on in 



632 REPORT OF SCHOOL SURVEY 

single periods, and supplements and re-enforces the class room in- 
struction. The same text is used in all schools, but there is some 
difference in the order of the presentation. At the Johnson school, 
considerable emphasis is put upon hygiene, personal and community. 
A questionaire was recently circulated among the pupils with this 
question, "What desirable hygienic habits are you violating?" The 
answers gave an admirable starting point for instruction. It was 
noted that the economic phases of plant life received some emphasis 
in both schools where recitations were observed. The laboratory 
note books were carefully kept. The pupils manifested much interest 
in a recitation which dealt with tests for protein in oatmeal. Later 
the same class was visited in the laboratory. 

The biological laboratories and class rooms are well equipped 
with charts, specimens and reference texts. The work observed in 
this subject was eminently satisfactory. 

The other sciences offered at the Mechanics Arts School only are 
Zoology and Astronomy. 



MATHEMATICS. 

ALGEBRA. Classes in Algebra were visited in each school and 
at the Central School the work of two classes was observed. In two 
of the classes visited, the first semester's work was being begun, 
although in one of the classes, out of 22 pupils present 20 were study- 
ing the subject a second time, one the third time and another the fifth 
time. It was found that 39^ of all the boys taking the first semester's 
work had failed and 36^ of the girls. 

The teacher accounted for the condition in part by the fact that 
the pupils, having studied arithmetic after an extreme development 
of the spiral plan, had come to the high school with few, if any, clean 
cut mathematical notions. In all the classes visited there was excel- 
lent class economy in the matter of seat work and passing to and from 
the blackboard, and in the handling of papers. Much use was being 
made of the blackboard. Pupils were at work in one class transfer- 
ring English statements of mathematical facts into algebraic symbols. 
On the whole the work of that recitation was being well done. Other 
pupils were substituting mathematical values to algebraic statements 
with accuracy and despatch. The questioning by the teachers was 
clear and response by pupils was prompt, and generally accurate. The 
attention was good. The recitation had all the marks of social enter- 
prise. 



THE HIGH SCHOOLS 633 

From the recitations observed it is difficult to account for the fact 
that in one school 38^ of the pupils taking the first semester of 
algebra failed, and that an equal percentage failed in the same school 
in second term algebra. Upon inquiry it was learned that there had 
been no study of the standardization of marking by the teachers of 22 
sections of algebra in one school. This may be one element in ac- 
counting for the high percentage of failure. Further, there had been 
no departmental supervision of this subject, any more than of any 
other subject. This fact would account for some of the difficulty. 
Again, there was no evidence that pupils had been grouped in recita- 
tion sections on the basis of their previous records in mathmematical 
subjects. 

It was also found that the teachers had not made any systematic 
study of the nature of the mistakes made by pupils, hence no special 
drills to fix fundamental relations and notions had been given. Teach- 
ers seemed unaware of some of the standard tests that have been 
worked out in Algebra, and used as a means of checking up the prog- 
ress made by classes. With closer supervision of classroom instruc- 
tion, knowledge of and application of such tests will come. The work 
to be covered in a year, viz : to quadratics, corresponded to that done 
in most schools, and is all that is required for entrance to the State 
University. 

PLANE AND SOLID GEOMETRY. Five classes in plane 
geometry were visited, representing each school, and one class in Solid 
Geometry. One of the best recitations observed in all the schools was 
in Plane Geometry. The class were discussing the conditions under 
which a given figure was a parallelogram. Every pupil participated, 
the teacher suggesting avenues of attack and asking questions, guid- 
ing and amplifying the discussion. The previous knowledge of the 
class was constantly drawn upon, and applied to the problems in hand 
by various pupils. The bulk of the work was done by the class. The 
language used was accurate, and taken as a whole the recitation had 
a finish not observed in any other class. 

The work observed in other classes was also of good quality, 
although in general the recitations were of a more formal character, 
and in the choice of theorems and in the matter of application showed 
little influence of the suggestions of the report of the committee of 
fifteen of the N. E. A. commission on the reorganization of secondary 
education on^ the teaching of geometry. A few teachers, however, 
were familiar with this report and were in sympathy with its recom- 
mendations, but the use of a text representing the older viewpoint 



634 REPORT OF SCHOOL SURVEY 

discouraged any marked departure from the traditional methods in 
the presentations of this subject. 

It was found at the Central School that there was a considerable 
interest among the teachers of geometry in the courses in first and 
second year mathematics, as these courses are being worked out at 
the State University in its high school. Courses of this sort consist 
of combinations of arithmetic, algebra and plane geometry, not pur- 
sued from the viewpoint of a logical development of each subject, but 
rather as the}^ together may be used to express given mathematical 
ideas. These courses have not yet been tried out in any of the St. 
Paul Schools, but are being regularly discussed at voluntary meetings 
of the mathematical teachers. It is strongly recommended that in 
some school the course in combined mathematics be given a trial. 

Other classes visited were in higher algebra and the work ob- 
served was of excellent character. The additional mathematics taught 
is Surveying, but this is offered only at the Mechanics Arts School as 
a part of one course. 

The prominent fact regarding the mathematics of the St. Paul 
Schools is that there is no differentation whatever in the content to 
correspond to the different curricula among which pupils make a 
choice. The pupil taking the College preparatory course may be in 
the same class in algebra with the pupil of the home economics cur- 
riculum, which also requires algebra. The san-^e is true of the algebra 
of the mechanics arts curriculum and of the fine arts curriculum. The 
theory evidently is that algebra is algebra, and that mathematics if 
made sufficiently difficult, — and a failure in two semesters by 38^ of 
the class, indicates partial severity, at least it does its part in the 
process of education. 

The better plan would rather seem to be to make some differenta- 
tion in the various mathematical units according to the particular 
curricula pursued. Some of the same mathematical or algebraic facts 
would be common to all curricula, but their arrangement would be 
different. Again, other courses in mathematics should be worked out. 
If, for example, the home economics curricula is designed to prepare 
a person to successfully understand the problems of home making and 
of home management, it is hard to see how an abstract course in 
algebra is to contribute anything. 

It would be far better to organize a course in "applied mathe- 
matics," which would be worked out from the viewpoint of the home 
problem. For example, beginning with the study of family budgets, 
with its main divisions of food, shelter, clothing, operation and ad- 
vancement, a course in applied mathmematics could be developed to 



THE HIGH SCHOOLS 635 

include real problems within the experience of every girl, and indicate 
methods of solution used in every day life. Among the topics con- 
sidered would be, Expense Accounts ; Short Methods ; Gains and 
Losses in buying on the installment plan ; buying of foods — data and 
example of food values; garden economy; buying of clothing; life in- 
surance ; accident insurance ; fire insurance ; bond and mortgage ; chil- 
drens' accounts — clothing expense, earning power, expense and ben- 
efits of education ; evaluation of formulas ; construction and use of 
graphs. The actual arithmetic involved will include such topics as 
decimal fractions and approximations, common fractions, percentage, 
proportion, graphs and aliquot parts. In addition to the mere mathe- 
matics, pupils will have acquired skill in their application to worth 
while problems. 

For the course in mathematics for the Mechanic Arts curriculum 
or for the Manual Arts' curriculum the material would be organized in 
an entirely different manner. Such a course would include among 
other topics — Use of letters as numbers, simple mechanical mensura- 
tion, and interest formulas ; elementary bookkeeping terms ; average ; 
approximating answers mentally ; linear equations and problems ; 
sheet metal problems; circular measure; protractor drawing to scale; 
specific gravity, pattern making problems ; weights of castings ; scales 
of temperatures; metric system; belting and shafting; cutting speed. 

For the commercial curriculum in addition to the type of work 
suggested elsewhere as commercial arithmetic, a course in algebra as 
applied to advanced problems on business could be organized as a 
differentiated course. In such a course would be included topics such 
as : Logarithims ; normal and effective interest rates ; annuities, cer- 
tain and annuities deferred ; capitalization ; depreciation, sinking 
funds ; amortization ; fundamental principles of life insurance, etc., 
etc. 

Enough has probably been said to indicate a direction in which 
the mathematics courses may be differentiated to become adapted to 
the different curricula of the schools. Serious study of this situation 
is strongly recommended. 



FOREIGN LANGUAGES. 

Latin. 

Latin is not a required subject in any curriculum, although four 
years of the language are offered. In some schools, however, there is 




OoG REPORT OF SCHOOL SURVEY 

not a class for each term, the large falling off in enrollment being at 
the end of the second year, since four terms of work represents the 
minimum language credit that may be gained. It was noted that the 
number of pupils studying Latin is rapidly decreasing at the Mechan- 
ics Arts School, due in all probability to the change in the character 
of the school enrollment, since the opening of the New Central high 
school. 

The Latin syllabus used is one tentatively prepared by the teach- 
ers of Latin several years ago, although never formally adopted. The 
different years of work, however, follow the usual order, except that 
not all of the second year work is in reading Caesar. Latin Composi- 
tion is given about once a week during the last three years. 

Owing to the small number of pupils in the later terms combina- 
tions of classes have been effected, such as those of terms 5 and 6, and 
of 6 and 8. No serious result seems to follow this procedure, since the 
classes represent a selected group, and not many pupils are involved. 

In the Central High School out of 596 pupils enrolled in Latin 
only 11% are found in the last four terms. 

The failures in the first four terms January 37, 1917, were as fol- 
lows : 

Term Boys 

1 21% 

2 27% 

;3 14% 

4 8%o 

After the fourth term there were no failures. 

In the Johnson School with 104 pupils enrolled in Latin, all but 7. 
or 98 or 93.4 per cent are enrolled in the first four terms, with but a 
single class in each term. The percentages in the other schools are 
similar. Latin is, therefore, an expensive study in St. Paul, especially 
as one considers the number of failures. 

Classes were visited in each school and a variety of work ob- 
served. The general level of the instruction was high. The attitude 
of the class was good, the translations in the advanced classes were 
idiomatic and the drill work purposeful. 

In all but one class considerable attention was given to correct 
pronouncement and to accent. As the day the classes were visited 
was in several instances the first day of the semester, review work in 



Girls 


Average 


10% 


16% 


16% 


22 %o 


10% 


12%, 


3% 


5% 



THE HIGH SCHOOLS 63 T 

conjugations, declensions, and the formation of principal parts made 
up the bulk recitation. No teacher had used the direct method with 
first year classes, although several proposed to do so. It was learned 
that the chief value to the pupil from the study of Latin was in the 
minds of the teachers "Mental Discipline." The subject had beer 
accepted as an instrument of education and the organization of cur- 
ricula had given language a prominent and protected place. A profit- 
able study for the teachers of Latin in St. Paul would be in the direc- 
tion of determining just what the study of this subject has to con- 
tribute to effective citizenship, and just what would be the effect if 
Latin were not a required subject even indirectly. The decided fall- 
ing off at the end of the fourth term in the number of pupils studying 
Latin may suggest some conclusion as to the grip the subject has upon 
the pupils. 

French and German. 

Four 3^ears of both French and German are offered in each school, 
and as in the case of Latin, at least two years of a language have to be 
successfully completed if it is to count toward graduation. Classes in 
German in each school were visited and excellent work was being 
done, but the work of one term had but little connection with that of 
other terms. 

The lack of a departmental head was very apparent, since in the 
first term the language in some classes is taught by the direct method 
and in the second term with the same group of pupils, but with an- 
other teacher by the grammar-reading method. Such a procedure 
cannot make for continuousl}^ progressive work. Again difficulty 
occurs in the classes in beginning German because the beginner's 
book/leals only with the present tense of the verbs used, while the pre- 
scribed reader uses all tenses. Difficulties such as these would be ob- 
viated in part by close supervision of class work. As it is at present 
each teacher is left to her own resources and ideals. 

Three classes in French were visited and only one was having a 
recitation. The others met for organization and assignment of work. 
The need of departmental supervision was expressed frequently by the 
teachers of French. 

From a study of failures in both French and German, it appeared 
that the number is excessive, and suggests that only those pupils who 
have in their elementary schools shown linguistic power should be 
allowed to begin a foreign language. This power could well be tested 
in the Junior High School, where modern languages could be begun 



638 REPORT OF SCHOOL SURVEY 

in the eighth year. Failure at this time would not be so costly to the 
pupil as at present. 

Swedish is given only at the Johnson School with about 100 
pupils enrolled in the classes of this language. It would seem that 
with the growing importance of our commercial relations with the 
Latin countries of South and Central America that some consideration 
should be given to the question of the introduction of Spanish into the 
Schools of St. Paul. 



COMMERCIAL SUBJECTS. 
Bookkeeping. 

This subject extends over four terms included in the second and 
third high school years, although the last two- terms of bookkeeping- 
are not given in all the schools. Classes in each school were visited. 
Uniform texts were used and essentially the same method is followed 
in each class, with close adherence to the texts. In two of the schools, 
the Johnson and the Humboldt, double periods are the rule. At the 
Johnson School the classrooms with 29 tables is too crowded to make 
the work thoroughly efifective. The strain upon teacher and pupils 
under such conditions cannot but react unfavorably, and an early 
remedy should be sought. At the Central School the only blackboard 
in the bookkeeping room was a portable one. With the extended use 
to which a blackboard could be put in this subject, the handicap under 
which the work is doiie may be readily realized. 

For the most part the instruction is individual, although fre- 
quently class discussions are held upon the analysis of the different 
transactions, especially in the first semester. In these recitations the 
questions were pointed, and the pupils' response was satisfactory. 
Occasionally real interest was manifested. Upon examination, the 
books were found to be neat and the penmanship was legible. Pupils 
appeared to be industrious in those classes where individual work was 
being done, the teacher moving from pupil to pupil with an occasional 
stop to call the attention to the class to a patricular point which 
seemed to be giving difiPculty to several pupils. 

The danger in the too exclusive individual type of instruction 
given, in which the text book and the accompanying sets play so large 
a part, is that the work will reduce itself to a barren imitation of types 
and models instead of giving pupils training in thinking through varie- 
ties of transactions with ample discussion, and thus lead to making 



THE HIGH SCHOOLS 63U 

the proper record. Pupils, to be sure, should be taught to journalize, 
post, prepare statements, etc., but in addition they should be trained 
in the acquisition of power to solve new problems. This comes with 
much practice and full discussion of many business situations. 

The topical method of study is an admirable means of fixing the 
fundamentals of the subject, and later the formal set will serve as a 
basis of review and for applying the principles learned. In many 
schools throughout the country it is coming to be the practice to give 
pupils extended drills upon those kinds of activities, such as handling 
sales slips, invoices, posting, etc., etc., in which the beginner in a 
business bfifice is most likely to be engaged. Then again, instead of 
working out one complete set from a text, it is a growing practice to 
give pupils training in a great variety of short sets representing many 
lines of business. The underl3dng thought is that it is better to teach 
a few fundamental principles and make many applications, than to 
teach more material and processes with a limited application. This 
point of view was not reflected in the practices observed. 

The spirit of endeavor, however, was commendable among the 
teachers, but co-ordination and supervision, with more points of con- 
tact with the real business of the city is greatly needed to fully realize 
the value of this subject. As in other subjects, what is needed is a 
broad study by the teachers of the subject of bookkeeping in its appli- 
cation to the business of St. Paul, and the preparation of a syllabus 
with some discussion of methods of teaching, and then in the various 
schools to use texts and budgets as aids in working out the principles 
considered fundamental. Under present conditions the unity in the 
system comes through the use of the same texts. 

Closely related to bookkeeping is a course office system, which 
comes in the eighth term. This course is not given in all the schools. 
Two classes were visited and it was found that the work followed the 
text book very closely, aided by a standard filing cabinet. Apparently 
the business of the school, as related to the purchase and distribution 
of textbooks and supplies, the financial phases of lunch room manage- 
ment, and of the diflferent organizations among the DUpils, and much 
of the administrative clerical work have not been included in any 
study by the class in office system. 

It is presumed that the course in office sj^stem is to give pupils 
familiarity with the devices and appliances used in a modern business 
office. This cannot be learned from a text but only in actvial contact 
with real situations and materials. In addition to what is now pro- 
vided, the business department of each school should be supplied with 
adding machines, a dictaphone, a rotary mimeograph, an addresso- 



640 EEPORT OF SCHOOL SURVEY 

graph, etc., etc. In addition the school telephone switchboard may be 
employed to give experience in this important part of office routine. 
Visits to various types of offices will be of supreme value. To this 
course in office system could be added some general survey of the 
field covered in bookkeeping. This could be done through a study of 
financial statements of the city and of the county, and by interpreta- 
tive study of financial facts as given in the daily papers. The relation 
of bookkeeping to accountancy could be indicated and in general the 
pupil could be given a perspective of his business course. 

To be thoroughly worth while, a course in office system must be 
worked out from a study by the various teachers interested of actual 
office conditions in the city. This means a syllabus co-operatively 
constructed and then carefully supervised with frequent revisions. 
This piece of work is yet to be done. 

Commeircial Arithmetic. 

Arithmetic is given for two terms of the first high school year. 
Five classes were visited, in two of which the work was being organ- 
ized and many of the pupils were without books. Problems were 
being solved from dictation, upon the blackboard by a portion of the 
class, the remainder working at their desks. IMany of the pupils 
showed some skill in the simple operations involved. The pupils' 
application to the work in hand was fair. In another class a test 
paper was being discussed with some of the more difficult problems 
worked out on the blackboard with subsequent explanations. In all 
the recitations the text book was closely followed. Conferences at 
the close of school with several of the teachers seemed to indicate their 
general attitude toward the subject. The usual complaint of poor 
foundation in mathematics was heard, and perhaps with some justifia- 
tion in a few cases since the pupils when in the elementary grades 
were subjected to an extreme type of the spiral method of instruction 
in Arithmetic. Pupils are reported to have no clean cut or sharply 
defined mathematical notions, or well organized sense of the relation- 
ships among the different parts of the subject. On the other hand 
some of the teachers had but little interest in the subject or special 
preparation for teaching it. It frequently happened that the subject 
had been assigned to a teacher when no one else would take it with- 
out serious objection. 

Teachers in general failed to appreciate the fact that commercial 
arithmetic is a vocational subject, and in order that its full value may 
be realized it should be taught in the application to real business and 



THE HIGH SCHOOLS 641 

life situations. Arithmetic is not an end in itself as would seem to 
be the case with the emphasis upon excessive drill, but a means to a 
better understanding of those relations with which measurements and 
values are concerned. A rigid adherence to the text book will never 
realize the possibilities of commercial arithmetic, yet the idea of adhe- 
rence to the text book was prominent in the minds of many of the 
teachers interviewed. 

There must, of course, be the development of skill and rapidity in 
the fundamental operations, and for the sake of economy of time and 
effort some knowledge of the more common short cuts, but all this to 
save time when the solution of problems is to be attacked. 

In no case did I discover that the idea of a vital motive in the 
thinking of pupils had a prominent place. Motive will become at 
once apparent when commercial arithmetic can be presented in rela- 
tion to some large topics which call for the application of a variety of 
principles, most of which, however, have been first presented in the 
elementary grades. 

Such a project as the purcliasing and furnishing of a house will 
afford many opportunities for the study of a variety of other problems, 
such as methods of borrowing money, commissions, taxes, trade dis- 
count, mensuration, fire insurance, drawing" to scale, etc., etc. Other 
projects such as a study of the financial balance sheet of the city, the 
apportionment of the budget for school purposes, how best to invest 
money, including the principles of the co-operative banks and the 
building and loan associations, the distribution of the income with 
families of various sizes, the dififerent uses of graphs, etc., etc., will 
give interest and vitality to the subject. 

The business, civil and social life of St. Paul are each rich in real 
projects which will be of interest to pupils and of value in a commer- 
cial course. Through co-operative effort on the part of teachers in 
all the schools many projects may be assembled and business arith- 
metic made alive, and not a formal subject as at present seems to be 
the case. 

Stenography. 

In the outline of curricula stenography is placed in the third and 
fourth years, although in several of the classes visited there were 
pupils of the earlier grades, with but a few, however, from the first 
high school year. The presence of the pupils of dififerent grades of 
the high school makes for practical teaching difficulties, due to the 
varying degrees of maturity of the pupils, and should be avoided 



6i3 EEPOET OF SCHOOL SURVEY 

whenever possible. One way to avoid the difficulty would be to or- 
ganize classes in the first two years in a short commercial curriculum. 
Classes were visited in each of the schools, representing all four 
terms in which the subject is given. The Gregg system is taught 
throughout the city, and the instruction follows the text very closely. 
The quality of the instruction was very good, with no class of exces- 
sive size. 

In general the work of the first two semesters is to fix the prin- 
ciples thoroughly in the pupils' minds, and by the end of the second 
term to acquire a speed of about 50 words a minute on new matter. 
As to the ultimate goal, it was found that teachers had different con- 
ceptions. Some were aiming to attain 125 words a minute in new 
matter and others sought to have their classes reach 100 words with 
accuracy in transcription. One hundred ten words is regarded gen- 
erally as an attainable end. Thus among the various schools there 
seemed to be no common standard, due both to the absence of a defi- 
nite course of study and due to .the absence of personal supervision. 
In one school the standardized Gregg tests were formerly used, but 
now discontinued as the teacher prefers to wait one or two weeks be- 
tween the dictation and the transcription. This appears to be a better 
test than immediate transcription of notes. 

In several classes of the six visits made, the blackboard played a 
prominent part in the instruction, the pupils at their seats working on 
paper. The attitude of the classes was good, much interest being- 
shown in the work, and in general the outlines were well formed. 
Very few boys were taking the subject as is the case in most high 
schools. 

I did not find that much, if any, attention was given to the sound 
analysis of words, including a study of accent. Much would be gained 
in the early stages of the work if some systematic drill were given in 
pronunciation and in the phonetic elements of the language. Some 
commendable features of method were simple sentence dictation from 
the beginning, and the introduction of common word signs and phrases 
early in the instruction. 

As an admirable means of relating the work in stenography to 
business, and in maintaining the interest of present and former pupils 
of the school, mention should be made of the Shorthand Club at the 
Johnson School. Membership in this club is limited to pupils in the 
third and fourth terms and to graduates of the school. Several meet- 
ings a year are held at the school, when business men and others give 
talks on various matters relating to business and secretarial work. 
The club also assists in placing graduates of the school in desirable 



THE HIGH SCHOOLS 643 

positions. About two years ago, a "follow-up" system was inau- 
gurated and much valuable data have been collected concerning the 
effectiveness of the instruction in after years by a study of the ad- 
vancement in salary and responsibility of the graduates from this 
department of the school. 

In the fourth or last term in stenography in at least two of the 
schools, conditions as near like those of an office in the character of 
the work to be done, are maintained. This work is closely correlated 
with the term's work in "Office system." 

In one recitation visited in which was a class of 26 pupils, one pupil 
took practically the entire charge of the recitation, and the work went 
on as usual. Pupils in turn assume a similar responsibility from 
time to time. Such a practice can be followed only in classes that are 
interested in the subject and are well organized. In, another school 
pupils are frequently called to the principal's office to assist in the 
general clerical work and to take actual business dictation. 

Typewriting. 

Four classes in typewriting in as many schools were observed. 
In each case the room was much crowded and a majority of the ma- 
chines were in poor condition. In each of the classes the same test 
was used, although different standards were held regarding the re- 
quired skill at the end of the first and second years respectively. In 
one school the teacher expected pupils, at the end of the second sem- 
ester, to have a speed of 25 words a minute on new material with but 
three mistakes to a page, while another stated that her standard was 
60 words on familiar material with the same degree of accuracy. In 
still another class a limit of 40 to 45 words was the goal. No course 
of study other than the text used by the pupils was available and with- 
out supervision such differences in ultimate goals is not surprising. 
In all schools the touch system of instruction was employed. 

Very little actual teaching was observed. The teachers generally 
sat at their desks and pupils worked independently. Wall charts were 
in the rooms showing the organization of the keyboard. Pupils were 
told to study these charts and to perform the exercises in the books. 
The danger in such a practice is that a pupil will acquire bad habits 
which will later on interfere with his effectiveness as a typist. In 
many instances the posture of the pupils was bad, and apparently no 
effort was being made to correct it. 

In one class visited the teacher had never studied the subject until 
the class was assigned her. This was an instance which could be 



^^i REPORT OB' SCHOOL SURVEY 

duplicated in other subjects of teachers being employed for high 
school work quite irrespective of the particular subject to be taught. 
Efificiency of instruction cannot be attained under such conditions. 

In conversation with the teachers of this subject, it appeared that 
no one seemed to fully realize that typewriting is principally a matter 
of motor skill, and that from a study of the phychology of skill much 
help toward effective method could be obtained. The attitude too 
often was that of the pupils either learned it or they didn't. Pupils 
were told how to vv^rite but were not shown how to write. The type- 
writing rooms should be supplied with charts showing correct posi- 
tion at machine, and of the various methods of handling material. 
Moving picture films showing the actual movements of an efifective 
typist could be sent from school to school and would prove of great 
value. All these devices, however, do not compensate for the lack of 
skill on the part of the teacher in actual performance at the machine. 
In no class was a teacher seen at a typewriter. 

The practice of having the advanced pupils do work in mimeo- 
graphing and copying for the other departments of the schools is to be 
highly commended. 

j\Iany samples of excellent work in typeing were observed in each 
school. In some cases it is probable that the results were obtained in 
spite of the lack of definite teaching, rather than because of it. 

Commercial Geography. 

Tv»-o classes in commercial geography and one class in commer- 
cial history were visited in three schools. Xt the Central school the 
equipment for the commercial geography classes was especially com- 
plete. There was much illustrative material of an industrial character 
showing the various stages of manufacture of different articles in 
steel, rubber and cotton. Moreover, a collection of commercial ref- 
erences, in magazines and bulletins, including the daily consular ref- 
ports, was carefully indexed and readily available. One of the classes 
visited was meeting for the first time, and after a general statement 
announcing the purpose of the course, the class began an analysis of 
the texts by studying its table of contents and putting into perspective 
the different elements of the course. This practice was admirable. 
The pupils were keen to grasp the main divisions of the text as was 
shown by their questions and the answers given. The subject was 
introduced by asking the large question as to how man has utilized 
the natural resources of the earth to his own advantage, and to the 
advantage of his fellows. 



THE HIGH SCHOOLS 645 

The answer to this broad question was to be given as a result of 
the semester's study of the subject. It was made clear that while 
there were multitudes of facts, these were to be of little use to the 
pupils unless they were organized and interpreted. The pupils 
seemed to manifest much interest in the opening study-recitation in 
marked contrast to what was seen in a Roman history recitation 
where the entire period was spent in reading the opening chapter. In 
the history class a running fire of comment was made by the teacher 
upon minute details, so that pupils could not be other than confused, 
and no adequate notion of what the study of the term was to be like 
could be gained. A paragraph or two only was covered during the 
period, and no points of contact with the previous semester's work in 
Greek history were indicated. 

Excellent as was the beginning in Commercial Geography viewed 
from the subject as presented in the text, still greater vitality and 
effectiveness would undoubtedly come if the course were to be intro- 
duced through a study of local industries. Such a beginning would 
serve as an introduction to those elements of industrial and economic 
welfare which are of importance to the country at large as well as to 
St. Paul. In this subject, as in most of the others of the program of 
studies, a syllabus prepared as a result of conferences among teachers 
of this subject was lacking. The tendency appeared to be to stick 
closely to the texi. 

Although in the outline of courses for the high schools two names 
are given. Commercial Geography and Commercial History respec- 
tively, for two successive semesters of work, in some schools the same 
text was used for both terms' work. The instruction made on the 
printed courses does not appear in practice in some schools, and this 
is evidence either against the careful planning of courses, or against 
their careful supervision. In one school a college text on commercial 
history was being used by a teacher who had never taught the subject 
before. The chances of the combination of too mature a text and an 
inexperienced teacher are not in favor of a successful term's w^ork. 
A-s this class met for organization no observation of teaching was 
possible. 

Commercial Law, 

One class in this subject was observed. ^The discussion was con- 
cerning contracts in their relation to public policy. The recitation 
was well conducted. The teacher remained in the background, sug- 
gesting points of view, and stimulating discussion. Many pupils 



64:6 REPORT OF SCHOOL SURVEY 

participated and after various phases had been brought out the teacher 
conducted a summary of the ground covered and unified the discus- 
sion. The recitation was a co-operative endeavor. It had purpose, 
as well as careful organization of material, and real thinking was done. 
The illustrations used and applications made were effective. The 
text book was the semester's course although no attempt is to be made 
to cover all the topics presented. 

Commercial Law is too pretentious a term to be used for what is 
ordinarily taught under this subject in high schools. Business pro- 
cedure would be a better title, since what is desired is not the intri- 
cacies of law with its variations in different states, but simply some 
of the fundamental legal principles, upon which business is conducted. 
As in the other subjects a syllabus independent of a particular text 
would best serve as a basis for instruction. A text would be used as 
a book of general reference. I could not find that such a syllabus had 
ever been prepared. 

Penmanship and Spelling. 

Classes in these subjects were visited in each school and the usual 
division of time was three or four periods a week to penmanship and 
one or two periods to spelling. The subjects are continued through- 
out both terms of the first high school year with occasional pupils 
from higher grades. The classes varied in size from 50 to 30 pupils 
each. 

The penmanship instruction was from the Palmer Manual with 
comparatively little blackboard demonstration or personal instruction 
by the teacher. The legibility, however, was generally good. The 
pen holding was fair and most pupils maintained a good posture at 
the desks, and employed the forearm movement. 

It was found that no use had been made of any of the penmanship 
scales to judge the quality of the writing, nor had any teacher heard 
of them. To take the question of quality out of the purely subjective 
field the use of these objective scales is strongly urged. 

For many pupils to devote an entire year to penmanship in the 
high school is quite as wasteful to require all pupils taking a commer- 
cial curriculum to take the subject for the year no matter what the 
quality of his penmanship may be when he enters the school. 

Penmanship as a part of the commercial curriculum should be 
required only of those who do not in their usual work reach a given 
quality as measured on a selected scale. For the great majority of 
pupils a few minutes penmanship drill at the beginning of a double 



THE HIGH SCHOOLS 647 

period in bookkeeping should suffice to maintain the requisite skill 
provided that all teachers having such pupils demand the best quality 
of writing of which these pupils are capable. 

It is apparent that penmanship has been somewhat neglected in 
past years, in the elementary schools, and that no co-ordination of ele- 
mentary and high school work in this subject has been made. 

Some teachers have, however, already observed an improvement 
in the penmanship of those pupils who entered the high school in Feb- 
ruary, 1917, over those who came in September, 1916. This is due to 
a renewed emphasis on this subject in the elementary grades. To 
■effect still better results the general supervision of penmanship should 
be extended to the high schools of the city. 

The instruction in spelling included in most schools the study of 
lists of from 25 to 50 words, with some oral as well as written defini- 
tions, some word analysis, but chiefly dictation of lists of words to 
which pupils had given previous study. Words were chosen from a 
business speller and from various subjects. No evidence was appar- 
ent that there had been any co-operation either among the teachers of 
this subject or between the schools and business houses as to the most 
common words misspelled. In spelling as in penmanship, it hardly 
seems that all pupils should take this work as a separate subject, or 
that it should occupy a whole period either once or twice a week. 
Moreover, these two subjects, penmanship and spelling, are not com- 
parable either in the effort required for their mastery, or in the. con- 
tent of the pelling when acquired, to have them together rank as one 
of the four major subjects of the first year of the conmiercial curric- 
ulum. 

It would seem rather that spelling is an integral part of the course 
in English and that it should be taught in the English classes of each 
semester in all curricula. By selecting from 8 to 10 words a week 
throughout each year and requiring thorough mastery of these words, 
better results in the long run would undoubtedly be gained. The 
teachers of stenography could make valuable contributions to the 
spelling lists by selecting those words most frequently misspelled in 
the typwriting transcriptions. 

Placing the work in the course in English would result in an 
economy of time and a higher degree of attainment as experience has 
demonstrated. This plan would require close departmental super- 
vision. If from time to time additional time is necessary for the mas- 
tery of the technical words in any study, time could well be taken 
from that subject for the necessary drill in acquiring knowledge of 
its tools. 



648 REPORT OF SCHOOL SURVEY 

Since Stenotypy has come to have a place in the business office, 
it is recommended that if a sufficient number of pupils elect this sub- 
ject, it be offered in at least one school. 



THE PRACTICAL ARTS. 

SEWING. Classes in sewing were visited in two schools, in 
both of which the groups were met for organization. This subject is 
given from the third to sixth semester inclusive, being preceded and 
also followed by two semesters of cooking. It was learned that most 
pupils take two semesters, a few take three, but rarely is a class found 
for the fourth semester. 

Some pupils have had jewing in the elementary schools in Grades 
V and VII, but many come to the high school classes, having had no 
experience in this activity. The result is a mixed class. Although 
there is supervision of the homemaking arts in the elementary schools, 
it does not extend to the high schools. The result is that there can 
be no effective co-ordination of this work throughout the city. It is 
recommended that this condition be remedied, since each high school 
is working somewhat independently. 

Each of the sewing rooms was equipped with machines which, 
however, were not used to any great extent, emphasis being placed 
upon hand work. Practically no use was made of attachments to ma- 
chines. 

COOKING. Three rooms used for cooking were visited, but 
only two recitations were in progress. Few pupils had had cooking 
in the elementary grades. Most of the exercises in the high schools 
are conducted in a single period. The equipment in each school was 
good. At the Central School the room could be rearranged to better 
advantage and provide for a model dining room. Much time is lost by 
the teacher having to dictate most of her directions, since no text 
were in the hands of the pupils. 

This subject, like sewing, appears in the program of studies as an 
isolated subject, and is taught with little or no relation to the other 
elements of a home making curriculum. From conferences with the 
teachers it would appear that the home economics course had no 
clearly defined objective. The course is not vocational in the sense 
that it leads to remunerative occupation as a manager of a household, 
and on the other hand it does not apparently aim at training a girl to 
be an effective utilizier or consumer of household appliances and arts, 



THE HIGH SCHOOLS 649 

or to give much appreciation of the technique involved in home mak- 
ing. A reorganization of the home economics curriculum should be 
effected with the purpose of co-ordinating all its elements, so that a 
pupil at the end of two years and better, at the end of four years, will 
have some skill in the arts relating to home making, and at the same 
time gain such knowledge that she may become an effective consumer 
of those elements entering into the intelligent management of a 
household. 

For the cooking and sewing in such a curriculum the following is 
one suggestion : 
First Year — 

Cooking. 
Second Year — 

Sewing — Design. 

Very little drafting of patterns but adapting commercial patterns. 
Third Year — 

Dietetics — Planning, cooking, and sewing — meals — planning 
school lunches, invalid cooking. 

Sewing — Design, dressmaking. 
Fourth Year — 

Household management — Laundry — Household accounts — Home 
nursing. 

Sewing — Millinery and Needlework for personal and household 
use. Table linen, towels, bedding, etc. 

Comments : 

Close connection between science and freehand drawing, includ- 
ing principles of design. 

Home projects in cooking should be provided. 

Work of four years planned so that at the end of two years a 
substantial course may have been completed. 

Pupils of other curricula than those of the home economics cur- 
ricula should be allowed to take the subjects. 

Double periods should be provided for each class. 

For a two-year vocational curriculum it may be desirable to have 
both cooking and sewing in each year. 

SHOP WORK AND MECHANICAL DRAWING. The pres- 
ent position of the work in wood and in iron and also of the work in 
mechanical drawing in the St. Paul schools can best be understood in 
the light of its development. 



650 REPORT OF SCHOOL SURVEY 

As early as 1887, there was established a manual training school 
which received its pupils from the seventh elementary grade and gave 
a course three years in length with manual training and mechanical 
drawing taking about half a pupil's time. With the exception of the 
mechanical drawing, the shop work was on the exercise basis, i. e., 
what was constructed was never applied to an immediately useful 
purpose. 

The mechanical drawing on the other hand was eminently prac- 
tical, the course consisted in making working drawings from the 
actual objects or from data and not from printed plates. At the pres- 
ent time, however, the commercial plates as given in text books 
receive considerable emphasis. In 1890 the Manual Training school 
combined with the high school for administration purposes, although 
the practical arts were not considered as an integral part of a pupil's 
educational program, but rather supplemental to his high school 
course, or in other words, that to be educated one should study aca- 
demic subjects, and that while being thus educated, he could at the 
same time be trained to work with his hands. Hence with the organ- 
ization in 1895 of the Mechanic Arts High School, the mechanics arts 
course, including academic subjects and practical arts subjects, totaled 
24 units or 48 half units of work. Such a course was the equivalent 
in units to two more years of work, or a high school course of six 
years. The school thus became a highly selective agency in securing 
only those who were mentally and physically strong, and was thus 
far from being a democratic institution. The character of the shop 
work changed in that it became strongly vocational, with teachers who 
had had shop experience. 

In 1898 because of opposition from certain labor organizations, 
the school was abolished for a time, but later reopened with the state- 
ment that the various lines of shop work for boys as well as for girls 
were being taught entirely for their educational and not for their vo- 
cational worth. 

With the development of other high schools came the demand for 
shops similar to those of the Mechanics' Arts school, and naturally 
there followed in some of the schools the mechanics arts course, 
although pupils of the other courses were permitted to take the man- 
ual arts subjects, on a par with academic subjects and not in addition 
to them. 

The situation today is that shop work of various sorts is possible . 
in all courses, and that in its actual operation this shop work in some 
schools is strongly vocational in its ideals, and in others it reflects the 
view that practical arts should be taught as a part of general educa- 



THE HIGH SCHOOLS 651 

tion. In the absence of general supervision of practical arts through- 
out the city, variety in viewpoints and in pratcice is not to be wondered 
at. Moreover, the work is planned as though pupils were to stay the 
full four years, instead of recognizing that the greater number stay 
but two years, and that the work of these years in the shop should be 
for the purpose of giving such pupils the broadest possible range of 
experience with a great variety of materials and processes, and then 
allowing in the later years intensive application to some one industry 
conducted with a view to true vocational skill. Thus the first two 
years of such a school would be for general education, while the lasr 
two years would be specifically vocational. 

In the work of the first two years, the "project" idea and not the 
"exercise" idea should control the activity, and for "projects" the 
variety of occupations in St. Paul will furnish many suggestions. For 
instance the voluntary work in printing now so successfully carried on 
at the Johnson school should be incorporated with the regular pro- 
grams of practical arts instruction and be given school credits. Just 
what vocations should be stressed for the last two years of the high 
school in a distinctive vocational department to be closely allied with 
the industries themselves, the vocational division of this survey will 
doubtless discuss. 

The equipment in most of the wood working shops was not of 
superior quality, and the shops were too small for the number of 
pupils who should use them. 

At the Mechanics Arts School the lathes are of very old type and 
are dangerous. They should be displaced at once with modern motor 
driven machines. The present manual training benches should be 
discarded. At this school the store and stock room should be equip- 
ped with a demonstration lathe and bench, and there should be chairs 
for at least thirty pupils. Moreover, the shops should be equipped 
with electric lights. The department at the Mechanics Arts School 
should have an assistant to help pupils get out stock and to look after 
the condition of the lathes and other appliances. 

At the Central School a better arrangement than the present 
would be to make the cabinet work room into a lathe room and bring 
the work benches into the larger room. 

The forge and machine rooms in all the schools appeared to be 
adequate. 

No classes were visited in Modeling, which occupies an entire 
term. The work is done apparently as a part of general training, and 
not with a view of training craftsmen. 

The mechanical drawing in all the schools is of superior quality 
from the viewpoint of technique, but the practice of adherence to a 



052 REPORT OF SCHOOL SURVEY 

text, which practice is a departure from the early ideals of this sub- 
ject in St. Paul, is not to be commended. 



THE CURRICULA OR "COURSE OF STUDY." 

There are eight courses offered in the four high schools of St. 
Paul, viz : 

College Preparatory. 

General. 

Home Economics. 

Fine Arts. 

Commercial. 

Mechanics Arts (^boys). 

Arts (girls). 

The subject of English, which extends over eight terms in com- 
mon to all courses. In flexibility, the courses range from the com- 
pletely prescribed Mechanics Arts and Arts courses to the General 
Course, which prescribes two terms of algebra in addition to English, 
^lodern practices of educational and of vocational guidance are not 
prominent in the arrangement of the St. Paul courses. The choice of 
a course is largely a haphazard one. The unit in each course is th-^ 
subject, and the unit, e. g., algebra or English, or physics is the same 
in whatever course it appears. In many of the courses the pupil has 
some choices, and in this choice he has the help of advisers who are 
limited by the arrangement of the courses. The present situation 
regarding courses practically resolves' itself into the manipulation of 
the units in the respective subjects in the interests of a pupil's fancy 
or of the convenience of the daily schedule of classes. 

It is manifestly impossible to meet the theoretical ideal of the 
arrangement of a course or curriculum for each pupil, so that each 
curriculum shall meet a real social need as well as be adapted to the 
particular capacity and interest of a given pupil. 

Rather, curricula should be organized as a practical matter, ac- 
cording to the groups of pupils found in the high school — grouped ac- 
cording to their probable life careers. 

Some of the considerations regarding curriculum making are : 
1. ]\Iinimum requirement, since the school is primarily an 

agency of social well being and its program should include the mother 

tongue and some social study. 



THE HIGH SCHOOLS 653 

2. Elasticity, to assist in meeting, as far as practicable, individ- 
ual needs which should include giving a pupil the opportunity to do 
more work than the average pupil. 

3. Sequence, in order that enough of a few subjects may be taken 
to give the pupil sufficient insight into the subject matter to appre- 
ciate its worth, and to encourage habits of concentration. 

■4. Concentration, so as tO' reach a position between crystalliza- 
tion and point of dilution to tastelessness in his program of \vork. 

By means of the several curricula, the cosmopolitan type of high 
school should aim to meet the needs of different groups of pupil.^. 
among whom are : 

1. Those who are seeking a general and liberal training, and 
those who are making direct preparation for specific employment, par- 
ticularly in the field of commercial life. Some attention should be 
given to the practical arts, including homemaking. although the indus- 
trial and household arts courses are not specifically vocational in 
character. Pupils of this general group include approximately one- 
quarter of all the pupils enrolled in the high school and are about one- 
half of those who are most likely to complete the four 3'ears. Among 
those of this first group will be pupils who after two years of general 
training in the cosmopolitan high school, should have an opportunity 
of going on in a vocational department of the high school, or into an 
independent vocational school, when these organizations exist. 

2. Those who are planning to go on to higher institutions, in- 
cluding the teacher training schools. This group comprises about 
one-quarter of all the pupils in the high school and about one-half of 
those who are destined to complete the four years course. This is 
undoubtedly the most homogeneous group in the high school, so far 
as definiteness of aim or of purpose is concerned. 

3. Those who leave school before the close of the high school 
period. Of these more than one-half leave before the end of the sec- 
ond year and in general, more than two-thirds before the end of the 
third high school year. 

At the completion of the elementary course, whether this be at the 
end of the sixth or the eighth school year, a pupil goes to the high 
school at one of the most educative periods in his life, and the high 
to the school for aid in his endeavor to adjust himself to the demands 
school should help him to find himself. The pupil has a right to look 
of life. 



654 REPORT OP SCHOOL SURVEY 

The school should assist in: 

First, by leading the pupil to a conception of the variety and the 
significance of the work to be done in the world. This may be done, 
in part at least, through a study of vocations in connection with com- 
munity civics. Pupils may thus be led to see what fields of activity 
are open both to boys and to girls; what general and what specific 
personal qualities are necessary for progressive success, together with 
the special training required. A study of this character would reveal 
the probable demand for workers in a given field, and also indicate the 
remuneration to be had in terms of both money and personal and 
social advantages. Far too many pupils drift out into chance voca- 
tions when educational and vocational guidance would have prevented 
wasted years. To prevent as far as possible this waste is a part of 
the school's responsibility to democratic society. This is somewhat 
of a new attitude on the part of the school, but it presents alluring 
possibilities to the teacher. 

Second, by testing a pupil's capacities and interests over a wide 
field of subject matter and activities. The high school period is a 
time of self-discovery and self-realization for the pupil and the process 
of discovering latent interest and abilities is a function both of teacher 
and of the pupil. The endeavor of the teacher should be to study the 
pupil from the viewpoint of his formal class work. Much aid may be 
had from qualitative estimates of strength and weaknesses, made by 
earlier teachers and passed on by means of cumulative record cards, 
referred to in an earlier part of this report. But however valuable 
these records may be, they cannot take the place of the keen and sym- 
pathetic insight which will be exercised by a discriminating teacher iu 
his attempt to discover a pupil's bent. 

The pupil also has a responsibility in the process of testing him- 
self out. He may very properly aid by choosing among the diflFerent 
curricula offered and between the alternatives given in a chosen cur- 
riculum, in accordance with the course that he has tentatively mapped 
out for himself. By his study of literature, language, mathematics, 
vocations, science and history and his work in practical arts the pupil 
widens his mental horizon, forms useful habits through study and 
application and also acquires purposeful ideals. 

A life choice, however, should not be forced upon a pupil at the 
beginning of his career. Could the period of testing be inaugurated 
during the last two years of the elementary school or in the "Inter- 
mediate school," by greater flexibility in work and in administration 
would surely cause a positive gain. 



THE HIGH SCHOOLS 655 

Having made a provisional choice, and having found, for example, 
but little aptitude for foreign language or mathematics but a marked 
ability in science, social studies or in practical arts, each pupil should 
be offered ample opportunity for later readjustment with a minimum 
loss of time. Thus a pupil may gain a liberal or general education 
together with a growing power of adaption to the changing conditions 
of life. The work offered in the program of studies, therefore, should 
be as varied as the facilities of the school will permit. 

Third, the school may assist the pupil by giving him definite 
training in fundamental subjects and by providing for systematic 
physical education, which should include the inculcation of ideals and 
standards in this paramount phase of education. Whatever the ben- 
efits that may come to the individual through his school work, the 
school, as an institution, is established and maintained by the state and 
definitely charged with the responsibility of educating the young into 
a useful citizenship. This citizenship demands of every pupil some 
knowledge of the origin, development and present needs of its various 
institutions, and also some development of a spirit of 103'alty to their 
iedals. It is, therefore, fundamental that all pupils should get instruc- 
tion in some phase of social science, especially economics and United 
States history should also be included. Another fundamental is abil- 
ity to use the mother tongue with clearness and precision, as necessity 
arises in the various contacts with people. Further, pupils should be 
taught to understand and to appreciate the literature of the race, 
which is an interpretation of its life and ideals. Some knowledge 
through science is essential for adjustment in a world of things. By 
means of various forms of manual activity and through the systematic 
training of the different senses, pupils should be led to appreciate 
manual labor and to acquire some skill in operations and processes 
which may be made the basis of self-support. For this reason school 
programs offer such practical or utilitarian subjects as manual train- 
ing, household arts, bookeekeping, stenography, typewriting, printing, 
mechanical and free hand drawing and music, since while they may 
be made valuable factors in general education they will also make im- 
portant contributions to vocational ideals. 

Regarding the high school as a preparatory school for higher in- 
stitutions, every year the fact is coming to be more generally recog- 
nized that the satisfactory completion of four years of well balanced 
work, chosen with special regard to the needs of the pupil, who is 
being trained, is his best preparation for entering upon a course in a 
higher institution. As this truth is more widely recognized, the pub- 
lic high schools will more freely adapt their curricula to wider varia- 



656 REPORT OF SCHOOL SURVEY 

tions among pupils. Evidence of adaptation is seen in the changed 
conditions for entrance to many different colleges. 

Nevertheless, with the variety and number of higher institutions, 
the rights and desires of such pupils as choose to go on must be con- 
served, as far as practicable, and for that reason some subjects of 
apparently little immediate worth will continue to be found in high 
school programs. Recent action by many colleges, as cited above, 
leads to the conclusion' that entrance requirements will not continue 
to be a deterrent factor in the liberal and semi-vocational education of 
high school pupils. 

Toward the third group, or those who leave early, the school has 
a special responsibility in making as immediately helpful as possible, 
whatever work is taken. At the same time every reasonable efifort 
should be made, through constant readjustments, to retain pupils in 
school. Since much of the dropping out is due to maladjustment, and 
to the habit of failure, much thought should be exercised by principal, 
teachers, and parents in selecting work within the aptitude and capac- 
ity of the pupil. In some schools it may be advisible to arrange for 
short and intensive individual curricula, e. g., in clerical or industrial 
pursuits, for those pupils whose high school career is likely to be brief. 
When this is done it should be with the full realization that such a 
proceeding is not normal, and that it may be attended with difficulties 
when pupils subsequently awake to the importance of a well rounded 
and complete four year course. Nevertheless, when all has been done 
that the school may be reasonably expected to do there will be some 
pupils who will not stay in the high school more than two years. 

It is, therefore, manifestly not the function of the cosmopolitan 
high school, as distinguished from the vocational school, to train a 
pupil in a narrow and specialized field of interest by developing a gen- 
uine vocational skill, notwithstanding the fact that some approach to 
this ideal is realized in certain commercial curricula. 

The high school, however, should give its pupils skill in acquiring 
and organizing knowledge, and, through a study of the various occu- 
pations and the different subjects constituting the program of studies, 
furnish an insight into the general principles which are at the basis of 
all vocations. Trade and vocational training, in which the goal is 
specialized skill, is the task of the vocational school. The cosmopoli- 
tan high school stands primarily for the discovery of a pupil's domi- 
nant interests, for a widening of his mental horizon, for the inculca- 
tion of definite and positive ideals of conduct, for a training in habits 
of prolonged effort involving thoroughness and concentration, and for 
an appreciation of his obligations to the society of which he forms a 
part. 



THE HIGH SCHOOLS 657 

In light of the above discussion, the following curricula are rec- 
ommended for consideration. Not all schools may necessarily offer 
all the subjects listed at the same time, hence some choices may have 
to be made by schools in the interest of a reasonable economy. 



EXPLANATORY NOTES. 

Note 1. The number opposite each subject indicates the number 
of periods per week to be devoted to that subject. 

Note 2. Physical training is required for two periods per week 
throughout all curricula except in the fourth year of the College Pre- 
paratory Curriculum and the third and fourth years of the Technical ; 
pupils may be excused in whole, or part only, for good and sufficient 
cause when recommended by the principal and approved by the city 
superintendent. 

Note 3. Substitution of studies, except as above, may be made 
in any curriculum with the consent of the principal and the approval 
of the city superintendent. 

Note 4. Pupils may elect during the fourth year such additional 
subjects as may be needed to enable them to complete their prepara- 
tion for college or higher technical institutions. 

Note 5. Studies requiring no previous class preparation, such as 
drawing, cooking, sewing, shop and laboratory work, are to be counted 
as half time studies in determining the necessary number of credits 
for graduation. 

Note 6. To receive a diploma of graduation a pupil must have 
secured 80 credits, including all the required subjects of the curricu- 
lum pursued. 

N. B. Students who intend to enter a college, university or 
higher technical institution should consult the principal of the school 
and make their choice as early in the course as practicable. 

Supplementing the outline of the curricula, there should be pre- 
pared detailed outlines of the different courses offered. These syllabi 
should include not only the topics to be developed in the classrooms 
and laboratories, but should also contain suggestions as to methods of 
presentation. When completed, these syllabi should constitute a 
hand book for the use of the high school teachers and the public. 

It was learned that such a hand book was prepared in 1913, but 
never got into general use in the schools. Last year typewritten out- 
lines were submitted to the superintendent, but few of these outlines. 



658 EEPORT OF SCHOOL SURVEY 

however, being found in the schools, since they never received official 
sanction. 

The preparation of syllabi and the discussion of methods would 
be the work of at least a year in order to get them into preliminary 
shape. This work should be done by committees of teachers and prin- 
cipals, and such specialists at the State University as could be secured. 



RECOMMENDATIONS. 

That additional high school facilities be provided at once for the 
overcrowded schools. 

That there be a supervisor or director of secondary education, 
who shall, subject to the superintendent, supervise the high schools 
as now organized, and also the junior high schools in the event of 
these schools being established. 

That junior high schools be organized, to include grades seven, 
eight and nine. 

That the supervision of the special activities of drawing, manual 
training, music, cooking and sewing be extended to include the work 
done in the high schools. 

That for vocational work, separate departments be organized in 
the high school, such departments to include the last two years of the 
high school course. These departments should be closely related to 
the industries they represent. 

That the school day shortened by one period with the omission 
of the period for supervised study as now conducted. 

That there be no break in the continuity of the school sessions 
owing to the beginning of a new semester. 

That simple exercises of graduation be held in February as well 
as in June. 

That closer relationship with the State Department of Public In- 
struction, the High School Board and the State University, be estab- 
lished. 

That regular meetings of the high school principals, the super- 
visor of secondary education and the superintendent be held for the 
discussion of high school policies. 

That regular meetings of the teachers be held within each high 
school for the purpose of studying some problem or problems relating 
to secondary education. 

That there be a more complete standardization of the fundamental 
statistical forms used in high school administration. 



THE HIGH SCHOOLS 659 

That the teacher adviser system be broadened and developed to 
include at the central office in connection with the attendance depart- 
ment, a vocational director for the city. 

That pupils entering the high schools be classified at entry into 
groups on the basis of general ability as shown by work done in the 
elementary grades, and that such groups be under the same teacher 
for at least two semesters. 

■ That semi-annual conferences to be called by the superintendent, 

to include the principals of the high schools, the teachers of the eighth 

grade and the principals of the contributing elementary schools for 

the purpose of better articulating the elementary schools and the high 

"schools. 

That the school libraries be organized and administered similarly 
to that of the Central school, and that all the libraries be closely affil- 
iated with the city library. 

That additional clerical help be provided at all the schools, and 
[temporarily at the end of the first semester if necessary. 

That closer correlation in the educational program of all the high 
schools be established so that the work of education shall be continu- 
[ous and unified throughout the thirteen years of work offered. 

That departmental heads be established in all high schools. 

That the units of work offered in a school be differentiated ac- 
cording to the particular curriculum in which they appear, e. g., math- 
ematics, science, etc. 

That supervised study be secured either through a lengthening of 
I the periods of recitation, so as to combine recitation and study, or by 
setting apart at the discretion of the teacher periods in which there 
shall be study with the teacher. 

That there be a standardization of the marking system. 

That the professional qualifications of teachers be increased to 
include, in addition to graduation from college, certification for teach- 
ing particular subjects. 

That more attention be given to the development of power in, 
oral English. 

That the sequence of history units be in accordance with the rec- 
ommendations of the Social Studies Committee of the N. E. A. Com- 
mission on the Reorganization of Secondary Education. 

That the Commercial Arithmetic be made more vital in its rela- 
tion to the problem of St. Paul. 

That the commercial geography course emphasize local industries. 

That the recommendations of the National Committee of Fifteen 
in geometry syllabus be the basis of the course in geometry. 



660 REPORT OF SCHOOL SURVEY 

That in bookkeeping the business life of the school be utilized as 
a field of pratcice in the principles of this subject. 

That the advisability of introducing Spanish be carefully consid- 
ered. 

Respectfully, 

A. B. MEREDITH. 



INTRODUCTION &Qi- 



INTRODUCTION. 

This study for vocational education in Saint Paul was in charge of 
C. A. Prosser, Director of Dunwoody Institute, Minneapolis, assisted 
by W. H. Henderson, Assistant Professor of Industrial Education, 
University of Wisconsin. 

The work began on the 6th day of February and was completed 
April 15, 1917. 

The total expense of the study, including the wages of all persons 
engaged in it, ofifice rent, stationary, postage and incidentals was 
$2,000. 

The study was fortunate in securing the services of three highly 
qualified persons : Mrs. Lucinda Prince of New York, director of 
salesmanship training. National Retail Drygoods Association, who 
made the study of salesmanship, and was secured by the Retail Divi- 
sion of the Association of Commerce ; Miss Josephine T. Berry, Direc- 
tor of Home Economics, College of Agriculture, University of Minne- 
sota, who made the study of home economics education and of indus- 
trial arts work for girls; and Mr. Gesell of the Saint Paul Association, 
who made the study of apprenticeship. 

Special acknowledgement is due certain persons and organizations 
for valuable assistance in connection with this report. Particular 
thanks are due the National Retail Dry Goods Association for the 
services of Mrs. Prince. Valuable help was rendered by the Saint 
Paul Association, the Builders' Exchange, the Public Library, the 
Trade Unions of the City ; and the Minnesota Department of Labor. 

An Advisory Committee on Vocational Education was appointed 
by Commissioner Wunderlich before the study began. It consisted 
of the following members : 

Geo. W. Lawson, Sec'y State Federation of Labor. 

A. V. Williams, Sec'y Builders' Exchange. 

Rabbi I. L. Rypins, Jewish Rabbi. 

Wm. J. Gross, Minnesota Roofing & Cornice Co. 

Mrs. L. C. Bacon, Member of the School Advisory Board. 

Walter L. Mayo, Sec'y Schuneman & Evans. 

Dr. Fritz Bergmeier, Editor Volkszeitung. 

C. W. Ames, President, Saint Paul Institute. 

Airs. Mary Seymour, Saint Paul Institute. 

J. M. Dresser, Traveling Men's Association. 



663 REPORT OF SCHOOL SURVEY 

G. M, Brace, Teacher, Manual Training, Central High School. 
J. A. Wauchope, Principal, Humboldt High School. 

D. V. Ferguson, Supervisor Manual Training Elementary 
Schools. 

B. M. Manson, Sc'y Pattern Makers' Union. 

Dr. Dawson Johnston, Librarian, Public Library. 
H. B. R. Briggs, Editor, St. Paul Daily News. 
Mrs. J. E. Rounds, Chairman of the Educational Committee, 4:th 
District, Minnesota Federation of Women's Clubs. 

C. G. Schulz, State Superintendent of Schools. 
A. Wunderlich, Commissioner of Education. 

E. C. Hartwell, City Supt. of Schools. 

The Committee had to do only with this Report on Vocational 
Education. It approved of the preliminary plans for the study. 
After the work was well under way, the Committee met weekly 
to consider the Findings and Recommendations and to give advice 
and suggestion to the Director of the Survey concerning them. 
Upon him final and direct responsibility rests for the Report in the 
form here presented. 

Not being able within the limits of this Report to include all the 
material prepared the Survey has with regret been compelled to with- 
hold a number of Reports which have been filed in the office of the 
Commissioner of Education where any citizen of St. Paul who so 
desires may see them. These are : 

1. A Study of the Wider Use of the Public Library for Trade 
or Technical Information Made by Dr. Johnson, Librarian 
for St. Paul. 

2. A Detailed Description of Manual Training in the Elemen- 
tary Schools of St. Paul. 

3. An Analysis of the Educational Work of the St. Paul Institute 
during the Past Ten Years. 

4. Detailed Analysis of Occupations in St. Paul as Shown by the 
Census of 1909-10. 



VOCATIONAL EDUCATION FOR ST. PAUL 663 

CHAPTER 1. 

Why Vocational Education for St. Paul? 

This section of the Saint Paul Survey is concerned with the type 
of vocational education which will prepare people for efficient work 
in the more common occupations in which the great mass of the peo- 
ple of Saint Paul are or will eventually be employed. In general, it 
may be said that Saint Paul has the same need for this type of educa- 
tion that other parts of the United States have. The Commission 
on National Aid to Vocational Education, appointed by President 
Wilson, summed up the reasons for this education as follows : "Vo- 
cational education is needed to conserve and develop our natural 
resources; to promote a more productive and prosperous agriculture; 
to increase the wage earning power of our productive workers ; to 
meet the increasing demand for trained workmen ; to ofif-set the in- 
creasing cost of living. It is, therefore, a wise business investment 
because our National prosperity and happiness are at stake and our 
position in the markets of the world cannot otherwise be maintained." 

In another part of this report, it is shown that the work in all the 
wage-earning occupations of Saint Paul is done by a total of more than 
80,000 persons. In early days what is now the city of Saint Paul was 
a trading post. It was the place where trappers, lumbermen and pro- 
ducers of other raw materials brought their products to the buyers 
and shippers. The manufacturing industries were incidental to the 
main, occupations of the city. Although the small trading post has 
grown to be a great city, the former occupations, although on a much 
larger scale and greatly modified in character, still persist and may be 
said to characterize the business of the city. While the city has ac- 
quired many factories and industries, its business is still largely trans- 
portation and jobbing. Located as it is, at the most convenient stop- 
ping place between the eastern markets and the producers of the great 
northwest, Saint Paul has become the great railway center of the re- 
gion. 

Looking forward into the future the question arises : is the city 
to remain only a shipping point or stop-over station for raw ma- 
terials on their way to other markets to be made there into finished 
articles, or is it to take part in the manufacture of these raw materials 
and thereby have a share in the profits arising from this business? In 
other words : shall the city be largely a part of the carrier system or 
shall it have more of a hand in the manufacturing process? This 



664 REPORT OF SCHOOL SURVEY 

question has already been answered in part by the estabHshment of 
several large manufacturing industries in the city and the efiforts of the 
commercial organizations of the city to locate other industries here. 

In order to compete as a manufacturing center with other cities 
of this country, Saint Paul must begin to develop the productive skill 
of the people who are doing its work and of those young people now 
in the schools who are later to do this work. Proximity to raw 
products of itself will not make a city prosperous. Only in propor- 
tion to the skill and efficiency of its workers will a city share in the 
profits of the industries. Other cities have realized this need for 
training of their workers. If Saint Paul is to even hold its own with 
other communities, it must begin at once to develop the skill of 100,- 
000 or more persons who are to do its productive work in the future. 
The immensity of the problem, together with the fact that Saint Paul 
as a city, has done but very little toward training its young people 
directly for efficiency, points to the very urgent need far extraordinary 
efforts in this direction. Saint Paul cannot afford to continue its neg- 
lect of this phase of its educational work. 

The price now being paid for inefficiency by Saint Paul employers 
and wage earners individually and by the community collectively, as 
shown by the practically unanimous testimony of all those consulted 
by the Survey, is enormous. This large item of cost in economic 
service will, in an increasing degree, handicap the community in its 
efforts to maintain even present standards of economic and social 
welfare. The cost of efficiency — the cost, that is to say, of developing 
and maintaining an adequate system of vocational instruction and 
training would be inconsiderable in amount as compared with the 
price now being paid from year to year for inefficiency. 

In addition to the economic advantages to be gained by voca- 
tional education, there are other benefits which, while they are also 
economic, might be considered more from an educational standpoint. 
The law of the State compels every child to attend school until the 
age of sixteen unless the child shall have completed the eighth grade 
of the common schools or is mentally or physically unable to do the 
school work. The state, therefore, requires every young person to 
devote the years from eight to sixteen to acquiring an education. No 
child can begin his direct preparation for earning a living before the 
age of sixteen unless he find this training in the school which he is 
compelled to attend. The child has a perfect right, therefore, to ex- 
pect the state to provide him at the age of sixteen with some skill or 
training which will enable him to make a living wage in some legiti- 
mate occupation. 



VOCATIONAL EDUCATION FOR ST. PAUL 665 

Eighty children out of every one hundred, fourteen years of age, 
attending the pubHc elementary schools of St. Paul, are one or more 
years behind grade. Out of every one hundred students entering th^c 
seventh grade of these schools, fifty-three are over age, of whom 
twenty-six are one year or more over age. The present course of 
study does not provide for this class of children. Experience in other 
places and in industrial work of St. Paul itself has demonstrated many 
pupils who otherwise fall behind others of their age in subjects of gen- 
eral education, which consists largely of abstractions, may succeed in 
industrial work calling for the exercise of intelligence of a somewhat 
different character. 

That there is a great demand for vocational education in St. Paul 
is evidenced by the fact that so much money is being spent for private 
instruction by wage-earners. Figures gathered from Minneapolis in 
an earlier survey would indicate that, assuming at least an equal in- 
terest and ambition for St. Paul workers, not less than $300,000 will 
be spent by the citizens of St. Paul for vocational instruction of one 
kind or another during the current year. There is no good reason 
why persons who wish training for industrial and commercial occupa- 
tions should be compelled to pay tuition for their schooling when those 
persons requiring professional instruction are given their training free 
of charge in publicly supported institutions. 

The Smith-Hughes Law recently enacted by Congress will dis- 
tribute among the states large sums of money to be expended for vo- 
cational education. In order to secure its share of this appropriation. 
Saint Paul must make some provision for supplying vocational edu- 
cation to its young people. The law provides that schools aided by 
this act shall be conducted and operated by the public and shall offer 
instruction of less than college grade in all-day, part-time and evening 
classes. 

That the need for vocational education is clearly realized by the 
employers of skilled workers of Saint Paul is evidenced by the state- 
ments of a large number of employers and workers in many lines of 
trade and industry. These employers and employees stated almost 
unanimously that there is a great need not now being met for direct 
training for wage earning. 

Far more important even than the economic well being of Saint 
Paul with all that this would mean to the comfort and happiness of 
its people, are the direct benefits which vocational education will bring 
to the youth of the city as individuals. So large and so complex are 
the employments of modern life that the youth who goes into them 
untrained and undirected is either lost or confused while precious 



666 REPORT OF SCHOOL SURVEY 

years are wasted in adjusting himself. Untrained he is likely to be- 
come a mere cog of the machinery, discontented and either without 
hope or a blind fighter against the entire system. Trained to meet the 
conditions, he finds himself equipped with the power to cope success- 
fully with the conditions and able to make his employment serve him, 
rather than become himself a slave of his employment. 

In the less complex industrial and commercial systems of former 
centuries, young people found their way to successful careers through 
apprenticeship by which they were selected, trained, educated and 
placed in their life work. In modern life apprenticeship of the old 
kind has practically disappeared, industry has ceased to educate its 
young workers and, to a large extent, has lost its sense of responsi- 
bility for their proper preparation. To what extent this is true in 
Saint Paul is shown by the discussion of apprenticeship given at a later 
point in this Report. 

At the same time, modern industry has become much more 
scientific in its processes requiring for the highest success on the part 
of the workers a practical knowledge of mathematics, science and 
drawing as tools of the trade. Industry never has, and probably never 
will, be able to teach these subjects successfully. In modern competi- 
tive industry the necessity is to produce goods at the lowest possible 
cost and to shift to the schools, a considerable part of the task of train- 
ing workers. Unless the schools undertake this task, the work will 
not be performed. 

The right kind of vocational education will never be narrowing 
but broadening in the widest sense of the term. It will quicken in- 
terests now dormant, uncover abilities and aptitudes now buried, 
develop initiative, ingenuity, inventiveness, skill, taste, technical mas- 
tery and qualities of leadership. From this veiwpoint vocational edu- 
cation is broadly democratic. Its aim, like that of democracy, is to 
open the way for the individual to realize all his possibilities. To 
withhold vocational training from the public schools is to narrow 
them and to make them serve the needs of only a part of the public. 



TRAINING FOR VOCATIONS 667 

CHAPTER 2. 
For What Vocations Should St. Paul Give Training? 

With the Hmited amount of time allowed for this Survey, it was 
necessary to use figures already gathered by other agencies to show 
the comparative extent of employment in various lines. The Saint 
Paul Association made a most careful study of the numbers engaged 
in the manufacturing industries of the city in 1916. Inasmuch, how- 
ever, as their study did not cover trade and commerce, professional 
and public service, domestic and personal service, transportation and 
clerical occupations, it was necessary for the purposes of this report, 
in order to show comparative employments, to use the last complete 
occupational census of the city made by the U. S. Government in 
1910. 

The census groups all occupations into nine classes : manufactur- 
ing and mechanical industries, trade and commerce, domestic and per- 
sonal service, clerical occupations, transportation, professional service, 
public service not elsewhere classified, agriculture, forestry and animal 
husbandry, and extraction of minerals. Tables giving a detailed 
analysis of the numbers of skilled, semi-skilled and unskilled workers 
classified by sex, employed in occupations within each of these classes, 
in 1910, were prepared by the Survey and filed in the office of the Com- 
missioner of Education, the limits of the report preventing its publica- 
tion here. The discussion which follows is based on these tables. 

Training for professional service in which a total of 6,191 persons 
were engaged in 1910 is a college matter and, therefore outside the 
scope of public school work. It is obvious that training for wage 
earning in agriculture, forestry and animal husbandry, which give 
employment to a total of 1,393 persons, is not a problem with which 
the city can deal successfully. Much can be done through home and 
school gardening in the way of raising vegetables and flowers and in 
beautifying home and school premises. The Gardening work carried 
on by the public schools has already made commendable steps in this 
direction. The study of botany can be made more interesting and 
purposeful by teaching it through the growing of plants and flowers. 
The number engaged in the extraction of minerals (177) was and is 
too small to make education for it a matter of public concern. 

Probably training for public service, representing in 1910 a total 
of 1,915 persons not otherwise classified, will in the future, be 
given serious attention by the city. Whether this is to be accom- 



668 REPORT OF SCHOOL SURVEY 

plished by co-operation between various departments of the city gov- 
ernment with the pubHc schools or with some outside institution like 
the University Extension Division or with both, is a problem yet to 
be worked out in most cities at least. This study will not go into 
preparation for the public service beyond the consideration of general 
office training, which will be dealt with under the head of clerical oc- 
cupations. 

What has just been said as to public service applies equally well 
to the question of training in transportation in which 18,995 persons 
found employment in 1910. The latter is, comparatively speaking, 
one of the greatest business enterprises of Saint Paul, the city stand- 
ing third among all the cities of the country in the proportion of its 
population engaged in such work, ranking below only Jersey City and 
New Orleans in this respect. However, outside of a few college 
classes, there is as yet no organized training for better service in 
transportation being given in this country. When such training has 
been developed it should undoubtedly become a part of the educa- 
tional work of the city of Saint Paul. It is a need and a problem to 
which the transportation lines, the business organizations and the 
educational institutions of the State and City could well begin to 
devote considerable attention. 

This leaves four main lines for vocational education in this city : 
manufacture and mechanical industries (34,770 workers), trade and 
commerce (18,056), domestic and personal service (14,552), clerical 
occupations (12,760). 



Domestic and Personal Service. 

Some of these occupations under this head can be eliminated at 
the outset as subjects for training at public expense because of the 
small number of people engaged in them, even if they were desirable 
occupations for which to train. These are : bathouse keepers, ceme- 
tery keepers, cleaners and renovators, umbrella menders and scissors 
grinders, billiard and dance hall employees, bootblacks, and bell and 
chore boys. Barbers and manicures need not be considered because 
facilities for training probably better adapted to the task are already 
in existence. In view of the growth of the prohibition movement, bar 
keepers and saloon keepers undoubtedly need training for something 
other than their present tasks. There are a number of occupations 
employing numerous persons in the list which require so little skill 
that the duties can be learned very quickly on the job without the aid 



TUAINIXG FOR VOCATIONS 669 

of schools. Among these are charwomen and cleaners, elevator ten- 
ders, laborers, porters, chambermaids, coachmen and footmen. 

Many of the best hotel keepers of the country feel that some train- 
ing of waiters is necessary and desirable for the service. In fact, some 
of the largest city hotels systematically train new waiters. This train- 
ing is, of course, highly specialized and covers but a short period of 
time. In most hotels and restaurants, new waiters are trained under 
what might be called helper or apprenticeship plans, where the novice 
learns by assisting an experienced waiter until a vacancy occurs. This 
is probably not a field for the schools. 

So far as boarding and lodging house, hotel and restaurant, cafe 
and lunch-room keepers are concerned, it seems that the training they 
need should include courses in house-keeping — foods and cooking, 
table service, budget-making, simple accounting, cost finding, etc. 
These may be gained in evening classes. 

Janitors and sextons, of whom there were 673, undoubtedly, are 
engaged in work for which a great deal of helpful training can be 
given in such subjects as proper firing, fuel economy, smoke preven- 
tion, use of cleaning devices, care and use of the more common disin- 
fectants, care and use of tools, simple repair work in carpentry, electri- 
cal work of plumbing and steamfitting and proper heating and ventila- 
tion. 

Various studies that have been made, demonstrate that the only 
training which schools can successfully give for laundries would be 
for foremen in order that they might better direct the work of laun- 
dries and train those under them. These foremen need training in 
such subjects as the chemistry of soaps and cleaning compounds, the 
nature of textiles, fabrics and dyes and the efifect upon them of heat 
and cleaning compounds, proper business organization, and simple 
accounting. 

Registered nurses who are graduates of training schools are 
classified by the census as engaged in professional service. There is, 
however, an increasing demand for practical nurses who are able to go 
into the home of moderate means and not only follow intelligently 
directions given by the physician, but when necessary, care for chil- 
dren or take care of the diet of the patient and family. In some cities, 
courses, in junior home nursing are being successfully conducted, in 
day and evening classes. 

The three remaining occupations : housekeepers and stewards 
(519), cooks (318), launderers, not in , laundries (569), comprise a 
group of workers needing training in home economics subjects either 
before they leave the schools or in extension classes after they have 



670 REPORT OF SCHOOL SURVEY 

gone to work. These home economics courses are discussed else- 
where in this report. The group just described constitutes only a 
very small part of the very large number needing home economics 
training in Saint Paul for it does not include the 50,000 women en- 
gaged in work in the home as wives, mothers and house-daughters 
who are not listed as wage earners. 

Trade and Commerce. 

Some of the more common occupations under this head can be 
elminated as subjects for training at public expense because of the 
small number of persons employed in them, even if they were desir- 
able occupations for which to train. These are : decorators, drapers 
and window dressers, foremen of warehouses, inspectors, gangers and 
samplers, newsboys, and undertakers. The bankers of the city have 
instituted a Chapter of the American Institute of Banking for the 
training of their employees. Some of the occupations require no 
training other than that which the job gives. This is notably true of 
deliverymen, laborers in coal and lumber yards, warehouses, etc., and 
laborers and porters in stores. 

Thus far very little success has attended the efforts to train in- 
surance agents and officials except those made by the companies train- 
ing for their own service. It would seem that the courses for retail 
merchants already established by the Extension Division of the Uni- 
versity need only to be further developed by that agency to meet 
more completely the needs of the retail dealers. This seems no less 
true with regard to the classes established this year by the Extension 
Division for real estate dealers. 

Over 10,000 people were engaged in occupations where a knowl- 
edge of salesmanship is required. These were distributed mainly in 
four broad lines: clerks in stores (3,737), commercial travelers (131), 
floor walkers and foremen in stores (260), salesmen and saleswomen 
(4,663.) This is a field for training large enough to justify consider- 
able effort being made by both public and private agencies. 

Clerical Occupations. 

Under clerical occupations were listed in 1909-10 12,760 persons, 
all of whom, with the possible exception of agents, canvassers and 
collectors (693), and messengers, bundle wrappers and office boys 
(610) „ must have special training along commercial lines to get the 
postitions they now hold or to secure any advancement. At another 



TRAINING FOR VOCATIONS 671 

point, this report shows that too much of this training is now being 
given under private auspices, that the public high schools need to 
offer shorter courses for those not able to attend for four years, and 
that these courses need to be brought into closer contact with modern 
business practices and demands. 

Manufacture and Mechanical Industries. 

Some of the occupations in this group need not be considered as 
subjects for training at public expense because of the small numbers 
engaged in them, even if they were desirable occupations for which to 
train. These are: jewelers and watchmakers, who are usually trained 
in special schools; chemical industries; textile manufacture; clay, glass 
and stone ; paper and pulp mills. For reasons which need not be given 
here, tobacco and cigar, and liquor and beverage manufacture need not 
be considered. Evening classes in gas manufacture and gas distribution 
have been given successfully elsewhere. Firemen need to be trained in 
fuel economy, smoke prevention, care of boilers, and other subjects fit- 
ting them for engineers' licenses. Because perhaps of the extremely 
high degree of specialization in the industry, there are practically no 
American shoemaking schools, and no degree of progress in training 
for shoe manufacture has as 3-et been made, although doubtless train- 
ing will some day be given for this desirable industry. An examina- 
tion of the occupations listed under food and grain shows baking to be 
the only skilled line having enough workers to make it a legitimate 
subject for training through schools. In Saint Paul, this would 
doubtless be done in evening classes in the technology of the subject 
and through co-operative day classes in bakeries. 

Under lumber and furniture, cabinet making presents a line for 
valuable training through the day as well as the evening classes of the 
public high schools. The printing and publishing industry has 
reached a high state of development in Saint Paul ranking as one of its 
leading industries. Training should be given to its pressmen and 
compositors in da}-, part-time and evening classes, while electrotypers 
and compositors should have the benefit of evening trade extension 
classes. Clothing industries present a number of occupations for 
which training is given successfully in other cities, such as garment 
making and dressmaking (1,850) ; millinery (812) ; machine operating 
(900) ; and tailoring (873). 

The metal industries present the usual number of skilled trades 
to be found in a large city for which, as skilled occupations, training 
must be had for any considerable degree of success. Among these 



6*^3 REPORT OF SCHOOL SURVEY 

are machine shop workers, millwrights, tinsmiths, sheet metal work- 
ers, blacksmiths, patternmakers and boilermakers. This training 
should be offered in all day, part-time or evening extension classes as 
the nature of the work, the number employed, and the degree of co- 
operation with the trade may determine. 

About 10,000 people are employed in the building trades, almost 
all of which permit of and require, in a peculiar way, some form of 
trade education. Among these are : builders and contractors, brick 
and stone masons, plumbers, gas and steamfitters, sheet metal work- 
ers, plasterers, painters and decorators, and carpenters. 

Most of the 3,050 persons listed as engineers, supervisors and 
technicians are not graduates of engineering colleges but men who 
have risen through the ranks to positions of responsibility and lead- 
ership by force of long and faithful service or special study or excep- 
tional ability. These persons in this group need both before they 
leave the public schools and after entering upon wage earning, train- 
ing in the scientific and business principles upon which their industry 
is based. As will be pointed out in this re"port, this will require i 
variety of different classes in trade and technical subjects. 

This is the most promising field for the public school trade and 
technical courses and graduates from them will undoubtedly event- 
ually find their way to positions of this character. Both as a wise 
business investment and as a duty to the workers of the city, if it is to 
have a democratic system of education, Saint Paul should provide 
through trade preparatory classes, part-time classes, dull season 
classes, evening trade extension classes, and thoroughgoing technical 
courses in the high school, oportunities for the ambitious youth, re- 
gardless of his economic condition to fit himself for promotion to posi- 
tions of leadership in industry. This should be no less true for the 
person who chooses to follow commercial pursuits, and the term is 
used here in its generic sense to include both sexes. 

A synopsis of the lines for which it is recommended that the 
schools should give training in St. Paul will be found in the chapter 
on Recommendations as to Training Needed (Chapter 4). 



VOCATIONS TRAINING THEIR WORKERS 673 



CHAPTER 3. 

What Are the Present Conditions as to Vocational Education in St. 

Paul? 

This will be discussed under two heads which are made separate 
parts of this chapter: 

Part 1. How far do the vocations train their own workers? 
Part 11. How far do the St. Paul Schools meet the need for vo- 
cational training? 



PART I. 
How Far Do the Vocations Train Their Own Workers Properly? 

Every occupation trains its new workers after a fashion at least. 
Otherwise the occupation would cease for lack of skill or knowledge 
and the world would no longer be able to get its work done. So the 
question is not "Do the vocations train their new workers?" but "How 
well do they do this training?" The wage-earning world presents 
the widest variety of answers to this question, some of which at least 
are given below : 

Every job gives the worker a chance to get some skill in its proc- 
eses by doing them over and over. Where the work of any industry 
or vocation is highly specialized the requirements of the job are not 
extensive and are readily learned so that the worker may get dexterity 
and speed in a short while. 

There are jobs whose requirements are few and simple — so much 
so that very little training of any kind is necessary. 

There are jobs at which thousands of workers are employed 
where it is obviously impossible for training to be given by any other 
agency than the industry or occupation itself. 

Many vocations are so organized that the new worker gets a 
chance to acquire skill at only one machine or process, at which he 
continues to work indefinitely. Assuming this condition as a perma- 
nent one, the only way he can get an opportunity to learn other ma- 
chines and processes will be through the help of some other agency 
like the school. In some plants the instruction of the new worker in 
the manual side of a job is systematically organized. In most plants, 
however, he has but little help from anyone and what he learns be- 



674 REPORT OF SCHOOL SURVEY 

yond a little start he picks up at odd times by accident. In some es- 
tablishments there remains little if any responsibility for the prepara- 
tion of new workers. 

The failure to select those who are fitted or adapted to the task 
has been one of the greatest defects in the adjusting of new employes 
to jobs in the past. This has been one of the most potent sources of 
failure to the individual worker and of great loss to the employer who 
must often "hire and fire" annually many times the number of men 
employed in his plant. Happily the work of the employment man- 
ager is correcting the difBculty for our larger establishments at least. 

The occupation has always been able to teach the practical skill 
pertaining to the trade, though, of course, it did this much better in 
the days of apprenticeship when boys were systematically bound by 
a contract to the employer for the avowed purpose of learning a trade. 
But neither the industries nor any other wage-earning vocations have 
ever been able to teach the mathematics, the drawing, the art, the 
science, which the discoveries of our modern age have made neces- 
sary to the highest success. Only through some such agency as the 
school will it be possible to give these to the ambitious and capable 
workman. This failure has led many men to take up correspondence 
school instruction for which it is estimated that more than $25,000 is 
spent annually by the working men of St. Paul. 

There are in every shop, workmen who are capable of much train- 
ing beyond the routine of their present job. Some must lead and 
some must follow. There will always be hewers of wood and drawers 
of water and there is no golden scheme of training and no panacea 
that can make it otherwise. In a democracy, education can only open 
up larger opportunities for the self-controlled, the ambitious, the ener- 
getic, the capable. The difficulty with our present arrangement is 
that in the absence of the help which the vocational school can give, 
men of promise find themselves buried in the complexities of modern 
industrial and economic life without knowledge either of their own 
aptitude and capacities, or of the processes, theories and technique 
which the)^ need to rise to positions of leadership and responsibility. 
The business of vocational education is to open the way to the worker 
for realizing his highest possibilities of service or skill, or taste, or 
technique, or organizing ability or leadership. 

In a simpler industrial and economic organization, young work- 
ers were trained in the skilled vocations, particularly those of indus- 
try and commerce by a system of apprenticeship. Under this, they 
exchanged their services during a period of years for board and in- 
struction in the art and mystery of the craft. Large scale production, 



VOCATIONS TRAINING THEIR WORKERS 6?5 

extreme division of labor, the specialized machine and the pressure 
of modern competition in this modern era have brought in their wake 
the decay of apprenticeship until it no longer serves as a means of 
preparing young workers for skilled employments, except perhaps in 
one or two of the trades. 

While fully recognizing the large amount of vocational educa- 
tion which shop and store and office and home are giving in a more or 
less unsystematic way, this Report believes that a description of the 
situation with regard to apprenticeship in St. Paul will serve as a very 
fair illustration of the conditions surrounding the training of new 
workers in the city ; and that what it shows for industry furnishes at 
the same time an index of the extent to which other callings are giving 
any systematic education to their employes. 

The workings of the apprenticeship system have been studied to 
determine how far it affords the training needed by those who enter 
the industries without school training in industrial and technical sub- 
jects. The information which it is possible to procure is not alto- 
gether satisfactory or complete. But it is sufficient, when taken to- 
gether with the reports of the Census Bureau, to justify definite con- 
clusions and recommendations. 

In 1910 the Census found in Saint Paul, 684 male apprentices, of 
whom 173 were in the building and hand trades. There were* 88 
female apprentices, of whom 73 were in the millinery and dressmaking 
trades. From such information as we have been able to obtain, it is 
difficult to say how much, if any, larger these numbers are today. It 
is certain, however, that in most trades apprenticeship is declining, 
and that the present ratio of apprentices to the total number of work- 
men is smaller than ever before. In 1910 there were some 35,000 
workers engaged in the mechanical and manufacturing occupations of 
Saint Paul. 

If we assume that this number represents those requiring prelim- 
inary training in mechanical processes, and that all the apprentices 
fall within this group, there were but two apprentices to every 
hundred workers in the trades. It is pertinent to remark that in Min- 
neapolis, where more were employed in these trades than in St. Paul, 
the ratio of apprentices was even lower. With the rapid expansion 
which has taken place in St. Paul, it must be lower here today. 

It seems clear that the apprenticeship system with so low a ratio 
of apprentices to employes does not serve as an adequate means of 
preparing new workers for the trades. The larger number must in 
the future get their training in the schools, or attempt to follow the 
trades without training. In the latter case, the worker will in gen- 

/ 



6'/G REPORT OF SCHOOL SURVEY 

eral enter the trade under a handicap which will prevent his accom- 
plishing as much as his abilities, properly trained, would have enabled 
him to achieve. We know that large numbers, perhaps the majority, 
do enter the trades under these handicaps. The historic institution 
of apprenticeship has not kept pace with the growth of modern in- 
dustry. 

If it were possible to revive this ancient and honorable institution, 
those in charge of the industries would surely be zealously promoting 
it, for the sake of efficienccy. But the decline of apprenticeship has 
gone on in spite of the increased need for industrial education. There 
is scarcely any dissent from the opinion that it will continue, and that 
training must be provided by other means than apprenticeship. 

This failure of apprenticeship is inherent in the nature of modern 
industrial processes and organization. It is pertinent to examine the 
conditions under which the apprenticeship system must operate today, 
if at all, and to note how apprenticeship, under these conditions, con- 
duces neither to the adequate vocational education of the apprentice 
nor to the efficient operation of modern trades and industries. 

Today there are few apprentices learning trades under the orig- 
inal plan. That plan was developed in what is known as the handi- 
craft stage of industry, when goods were produced by the aid of sim- 
ple machines, in small shops, and when every journeyman performed 
all the operations in the manufacturing process. The shop was often 
in or alongside the residence of the master, who virtually adopted the 
apprentice, feeding, housing and clothing him, as well as personally 
instructing him in the mysteries of the trade. The apprentice, 
through a contract, gave his services for a stated number of years, for 
such maintenance and instruction. 

Under the old system the apprentice by contract gave his service 
for a stated number of years during the time in which he was being in- 
structed in his trade, the consideration being his maintenance, a small 
wage and instruction in his trade. The apprentice today lives at 
home and receives a wage which varies as he develops ability. Owing 
to the fact that work in all lines is today carried on on a much larger 
and more varied scale there is not the clos-e connection between the 
apprentice and his employer as in former days, so that the apprentice 
does not always have an opportunity to acquire knowledge which 
would make him a finished mechanic. 

The terms of apprenticeship employment today assume a variety 
of forms, which might be grouped into four classes, viz. : 1, by writ- 
ten indenture, the nearest survival of the original type ; 2, by trade 
agreement ; 3, by custom ; and 4, by a helper system. Each form has 



VOCATIONS TRAINING THEIR WORKERS 677 

been developed in the attempt to adapt apprenticeship to the condi- 
tion of particular industries. The deficiencies attributed in the fore- 
going paragraph to apprenticeship in general, prevail to a varying 
degree in each of these forms. It is pertinent further to describe and 
comment on each of them. 

Apprenticeship by written indenture is infrequent in Saint Paul 
and so far as the survey has been able to ascertain, is used in only 
three trades: photo-engraving, bricklaying, and painting; and in a few 
isolated cases in other building trades. The provisions of the written 
contract used in each of these strongly organized trades embody in 
part the Union regulations for apprenticeship. 

In these contracts the employer agrees to instruct the youth, but 
is not given the care and custody of him. While the old-time appren- 
tice exchanged his services for instruction and support, the youth 
agrees in these written contracts to exchange his services for instruc- 
tion and labor, which in the case of bricklayers and photo-engravers 
are specified in the contract. 

The written contract in the painter's trade is little more than an 
application approved by the employer, and in none of the three trades 
does the contract cover all the Union rules and regulations. The 
parent is not a party of the agreement and the contracts between the 
employer and the minor have practically no legal significance. 

Apprenticeship by trade agreement occurs when the owner of a 
"union" shop agrees, in employing new workers and teaching them 
the trade, to observe the rules and regulations for the trade, which in 
this way become the terms of apprenticeship. 

There are two kinds of apprenticeship by trade agreement in 
Saint Paul. In the first, the conditions are set forth in the written 
agreement between the employer and the Union. Apprenticeship is 
carried on in this way in the case of machinists, compositors on some 
newspapers, photo-engravers, boilermakers in railroad shops, electro- 
type workers, brewery workers, and electrical workers. 

In the second, the arrangements with the employer for training 
the apprentice are not prescribed in a written agreement but are gov- 
erned by the rules and regulations concerning apprenticeship in the 
national constitution and by-laws of the union. Sometimes the un- 
derstanding with the shop to adhere to the Union regulations is not 
written but oral or tacit. Apprenticeship of this kind exists to some 
extent among electrical workers, stonecutters, plumbers, carpenters, 
cabinetmakers, compositors in job shops, pressmen, sheet-metal work- 
ers, steamfitters, lathers, pattern makers, bakers, cigarmakers, bar- 
bers and bookbinders. 



678 EEPORT OF SCHOOL SURVEY 

In general, the union by-laws or the trade agreement specify min- 
imum and maximum age of entrance upon apprenticeship ; number of 
apprentices allotted to shops of different size ; obligations which the 
employer assumes in training the apprentice ; years of service required 
in apprenticeship preliminary to journeymanship, usually the wage to 
be paid the apprentice during the successive years of his service, and 
the length of time he is to be employed each year. 

Apprenticeship by custom; usually obtains in an "open shop" or 
in unorganized trades, where, without any indenture or agreement, 
young persons are taken on at a learner's wage and advanced to jour- 
neymanship either in orderly sequence or as rapidly as employers 
consider them competent. 

Frequently where apprenticeship by custom exists, new workers 
are taken on without even a verbal understanding as to years of serv- 
ice, wages, or kind of work. In some instances, apprenticeship, by 
custom, exists in unorganized shops of trades having a labor organiza- 
tion whose employers engage apprentices on substantially the same 
conditions as in union shops, the only exception being that in the latter 
the number to be employed is limited. 

Apprenticeship by custom exists, with one or two exceptions, in 
all the skilled trades named in the foregoing paragraphs. Where the 
trade is strongly organized, practically no apprenticeship by custom 
occurs, but where the trades are not strongly organized or not organ- 
ized at all, some apprentices by custom will be found. For example, 
there is no apprenticeship by custom in electrotyping, which is 100^ 
organized. In the machine shops of railroads where the unions have 
agreements, apprenticeship is entirely by trade agreements, but in the 
other machine shops of Saint Paul it is primarily by custom. 

Apprenticeship by the helper system is found in trades where the 
work is too arduous for youths and where there is little opportunity 
for shop training, the helper acquiring the tricks of the trade in assist- 
ing his principal. This plan is used in blacksmithing, boilermaking, 
steamfitting and plumbing. Perhaps the best illustration is the boiler 
shop of the railroads, where a new worker who must be over 21 years 
old, starts as a second-class handy man. From this position he may 
rise by successive steps through 13 classes of boilermakers to that of 
a first-class boilermaker. 

It appears that in each of these classes, the terms of apprentice- 
ship employment relate not so much to the training of the youth, as 
to age, wage and period of apprenticeship. There is great variation 
in each of these respects: the minimum entrance in some trades being 
16, in others 21 ; the apprentice wage varying from $1.00 a day to about 



VOCATIONS TRAINING THEIR WORKERS 679 

$3.00. The term of apprenticeship varies from one to five years. In 
organized trades the number of apprentices allowed per shop, is lim- 
ited. None of these elements of the contract are concerned primarily 
with insuring that the apprentice gets suitable training". The last is, 
indeed, a restriction upon a number who may get a training in the 
industries but has little effect because in most instances, the employer 
does not care to keep as large a number as the Union rules permit. 
It cannot be maintained that the decline of apprenticeship is due to 
these regulations. The wages paid are as high in practically every 
case as the apprentice's services are w^orth and the terms of apprentice- 
ship is no longer than is needed in the development of a competent 
journeyman. 

We cannot expect to stimulate apprenticeship by any possible 
modifications in the present conditions as to these elements. If the 
institution is to be restored, it must be done by increasing its efifi- 
ciency and its attractiveness as an educational force. In the way of 
this there are difficulties almost insuperable from the nature of modern 
industry. Neither employers, organized Jabor nor apprentices them- 
selves are willing or able to concede these, to make apprenticeship 
acceptable and successful in the view of the others. 

Most employers do not want apprentices. They are of the opin- 
ion that apprentices are more of a bother than a help. Even though 
the youth be paid a low wage, the work he does would often cost the 
employer more than if done by a journeyman. Moreover, there is 
the loss in the journeyman's time and efficiency, who must give some 
attention to the apprentice. Employers contend that they would be 
willing to accept these losses if the apprentices would stay with them 
long enough after becoming of some value as a workman to repay 
this investment. This, however, the apprentice cannot be relied upon 
to do. 

A general contractor says : "It seems impossible at the present 
time to get a young man to stay with you long enough to learn a trade 
so that you can start him with wages high enough to live on. As 
soon as he earns his wages he leaves you irrespective of your having 
paid him more than he was worth when he started out." A manufac- 
turing concern reports : "Boys are out of our control and will not 
work long enough to be of much use." Still another employer states : 
"The wage paid is so high as to make it impossible for the employer 
to employ apprentices, and if he does, it is necessary to use them for 
productive work rather than as learners." These are not peculiar 
instances. Such a view is a prevalent one. Under such conditions, 
the employer's incentive to train the youth is sure to suffer. If he 



680 REPORT OF SCHOOL SURVEY 

cannot get reliable employes by apprenticeship he ceases to spend his 
attention and money upon it. 

Certain apprentices, under trade agreements, that is, in organized 
trades, are required by Union rules to be given a general training in 
that trade. Most of the organized trades, however, have no provisions 
in their by-laws for trade training. The machinist apprentices in the 
railroad shops are trained under a specific agreement entered into 
between the railroad company and the machinists' Union. Under the 
terms of this agreement apprentices "will be instructed in all branches 
of the trade during their term of apprenticeship and as far as practi- 
cable will not be required to work over four months on any one ma- 
chine or class of work." These shops have charted work for each 
of the four years. 

The stonecutters provide that "the apprentice shall be given the 
best work as far as he is able to do it and pushed along as fast as his 
ability will allow." In the case of electrical workers, the apprentice 
"must, before being admitted as a journeyman, pass an examination 
before the regular examining board of this local union." The em- 
ploying painter who has an understanding with the union agrees "to 
use all proper endeavor to instruct the apprentice to learn said trade." 

Written contracts of apprenticeship made by the bricklayers' 
union provide that the boy is to be taught the trade. The sheet-metal 
works state that "helpers who look promising are asked to join the 
union." The brewers' organization provides that "all apprentices 
must be given the opportunity to work in all departments of the 
brewery." 

With the exception of the machinists' union, the blacksmiths' 
union has the most specific regulations of apprentice training in its 
by-laws. They read : "A helper shall be permitted to have a fire 
after he has worked three years continuously in the shop that he is 
employed in. He shall not be required to work on one class of work 
for a longer period than six months, if at all possible, and during the 
period of his advaiicement he shall be instructed in all branches of the 
trade, after which he shall receive from the company a certificate." 
No apprentice in the blacksmith's trade was reported. 

It appears that only a few unions have any regulation as to kind 
of experience and training for the apprentice. In some cases, accord- 
ing to their own statement, the provisions of the unions for training 
are not much more than paper regulations, because the trade is poorly 
organized. In most cases these provisions are general and do not 
regulate the shopwork of the apprentice. Only one union, which has 
its greatest strength in the railroad shop, has charted any definite 



VOCATIONS TRAINING THEIR WORKERS 681 

and systematic plan of training. Even in some of the more strongly- 
organized unions, such as the bricklayers, the training of the appren- 
tice has been left entirely to the employer and the chances of the trade. 

The By-laws of the International Typographical Union provide, in 
section 55, that "Local unions shall provide for the appointment of a 
committee on apprentices, whose duties shall be to inquire into the 
educational qualifications of applicants for apprenticeship, the yearly 
examination of each apprentice, to ascertain if he is meeting the neces- 
sary requirements called for in the several classes of work specified for 
each year of his apprenticeship, and if, after such examination, the 
committee finds the apprentice has not made satisfactory progress, it 
shall so report to the union for such action as it is deemed proper to 
take ; to require the attendance of apprentices at continuation and 
other schools and report any delinquency to the union ; to encourage 
all apprentices in the last eighteen months of their apprenticeship to 
complete the course in printing provided by the international Typo- 
graphical union. Local unions should incorporate in their contracts 
with employers a section containing the necessary requirements to 
carry out the foregoing provisions." 

The agreements entered into between the Union and the news- 
papers provide also that apprentices shall be given an opportunity to 
work in every department of the composing room and must be em- 
ployed the last two and one-half years of the period of apprenticeship, 
on the case and at other intricate work. In addition to the regular 
training, apprentices are encouraged to take a course of instruction in 
correspondence schools at Chicago, maintained by the International 
Typographical Union, the Union paying part of the fee for the course. 
It is almost obligatory on the part of the apprentice to take this addi- 
tional work because of the stringent examinations that he must pass 
after his period of apprenticeship before entering upon journeyman- 
ship. 

The attitude of the apprentice himself has had a great deal to do 
with the decline of apprenticeship. In a great city it requires an un- 
common amount of will power in a lad to accept a lower wage as an 
apprentice than he could get elsewhere. He tends for the same rea- 
son to seek or be shunted into a specialized task, even when he has 
started as an apprentice, in order to get a wage increase more quickly. 
The ultimate higher wage of the journeyman is too remote to be an 
effective inducement to present self-denial. The tendency of the ap- 
prentice to leave the shop as soon as he is able to pass as a journey- 
man before he has finished his full apprenticeship, too, is very explic- 
able. The apprentice who can go to a new employer as a journeyman 



682 REPORT OF SCHOOL SURVEY 

or stay with his old employer as an apprentice, is not likely to hesitate 
upon the choice. He feels that he has learned air he can in that shop 
and will be bettered in every way by changing. 

The attitude of employers and of journeymen and apprentices 
may be somewhat at variance on certain phases of apprenticeship but 
all agree that no adequate arrangements are at present made for pro- 
viding the technical training necessary for the skilled mechanic. 

All recognized and deplored the entire absence of technical in- 
struction, which all believed the shop never has given and never can 
give properly. Their statements ran : "Technical knowledge cannot 
be acquired in the routine of the trade." "Drawing and laying out of 
the work cannot be learned on the job." "The apprentice must get 
his technical training from the outside or from trade papers." "Jour- 
neymen are not able to instruct in anything else than the processes of 
the trade, because they do not have time." "Technical training must 
be given by outside agencies, such as the school or trade papers." 

The statements as to shop experiences were no less positive : 
"Modern apprenticeship is no way to train boys, who just have to 
pick up their trade knowledge." "The apprentice has also been neg- 
lected." "Not one out of 25 employers take any interest in the boy 
other than paying for a day's work." "The old personal relation 
between the master and the workman so characteristic of the earlier 
days of industry have disappeared and the corporation which has be- 
come the employer in so many lines is an impersonal thing that has 
lost the old sense of responsibility for the future of 3'oung workers." 
"Some journeymen are unwilling to teach boys what they know about 
the trade." "Boys are not kept with one man, but shifted too often." 
"No time is devoted to the training of apprentices." "The boy runs 
errands instead of learning trade." "The tendency of the trade is to 
make the boy a machine hand." "Employers keep on one machine 
too long." "There is no training for the better branches of the trade." 
"A worker learns by bitter experience long after his term of appren- 
ticeship has been served." 

The outlook for apprenticeship is not encouraging. It is becom- 
ing constantly more inadequate to meet the needs of training workers 
who are to become journeymen in the trades. It is true that in many 
industries, the development of specialized machinery has reduced 
comparatively the number of all-around competent men needed, but 
the actual need of such men, with a general training has never been 
more intense, as is evidenced by the eagerness with which employers 
seek the services of graduates of trade and technical schools. These 
graduates enter the work with the definite purpose of continuing in 



VOCATIONAL TRAINING IN THE ST. PAUL SCHOOLS 683 

it so that the employer does not have to sift so great a number of men 
through his force to get those he needs. A boy, having a definite in- 
terest in his work, instead of looking merely for a "job," is worth 
more both to himself and to his employer. If apprenticeship could 
impart this training and this interest, it would not be necessary to 
consider the development of the public school as a substitute or sup- 
plement to the institution. But apprenticeship, unaided, has failed for 
a long time to fulfill this purpose and gives no promise of reviving. 
The field, then, must be abandoned or else occupied by another agency 
supplementary to apprenticeship. Recommendations as to methods 
and devices for training new workers either as a substitute for, or sup- 
plementary to apprenticeship are given in Chapter 4. 



PART II. 

How Far Do the St. Paul Schools Meet the Need for Vocational 

Training? 

Any eflfective program of vocational training for the youth of a 
city should provide at least these opportunities : 

1. Opportunities for the discovery of any special aptitude which 
a child may possess for an occupation. 

3. Opportunities for special preparation for profitable employ- 
ment. 



What Opportunities for Discovering Aptitudes Are Afforded in the 
Saint Paul Public Schools? 

Every child, or almost every child at least, who leaves school to 
go to work without completing a college course, finds it necessary to 
choose an occupation by which to earn a livelihood. Sometimes he 
enters this occupation without any training whatever. As vocation 
schools are developed he will more and more be trained for an occu- 
pation before entering it. In earlier and simpler days the youth of 
the village came into actual contact with every trade and occupation 
carried on in the community and became somewhat familiar with them 
before making a choice of his own occupation. Under the compli- 
cated and highly specialized conditions of modern industrial and com- 
mercial life this opportunity has disappeared. Modern industrial 



G84 REPORT OF SCHOOL SURVEY 

plants are surrounded with high fences and poHced by watchmen 
whose duty is to keep boys from seeing the wheels go round. The 
simpler days of the handicrafts are gone forever. Only through the 
school with differentiated courses of study can we restore to the youth 
his lost opportunity to find his largest interest and bent. 

This is entirely aside from the educational benefit of rich prac- 
tical courses in the schools. Modern psychology teaches nothing 
more plainly than the wide variety of interests, abilities, skills, ten- 
dencies, and aptitudes of children. The school system which fails to 
offer varied courses and experiences to uncover and develop all these 
latent possibilities is not only undemocratic but will fail in holding 
its pupils and in developing the richest assets which a city possesses — 
its human resources. 

The best way to teach is through interest inspired by real experi- 
ences. Not only is the practical arts work of the differentiated courses 
interesting in itself to pupils but it gives them a common experience 
which the instructor may use in teaching most effectively the other 
subjects, by relating them to the shop experience. This is why the 
so-called motor-minded youth does better work when allowed to de- 
vote a large part of his school time to shop and related work. 

The place where the most of such practical arts work is usually 
found is in the 7th and 8th grades of the elementary schools. In the 
best school systems of the country opportunities here for the pupil 
to find his interest and ability, are afforded through a variety of activ- 
ities in the industrial, commercial, household, and agriculture arts. 

In Saint Paul, however, no experiences are provided in commer- 
cial work of any kind in these grades although many of the schools are 
offering training in home and school gardening. 

§ 1. Elementary Manual Training. 

In the industrial arts, a very elementary training is given in hand- 
work in wood during the 5th, 6th, 7th and 8th grades, wood being the 
only material with which the pupil works during the entire period. 
In the 5th and 6th grades, one hour a week is devoted to woodwork 
and drawing, and in the 7th and 8th grades, one and one-half hours is 
devoted to it. All of the woodworking tools are hand tools. 

It is obvious that elementary training in woodwork will not give 
a boy. the experiences necessary for making any intelligent choice of 
an occupation or of the training he may wish for an occupation. To 
provide this basis for selection, opportunities must be offered for ex- 
periences in a wide variety of activities representing the world's work. 



VOCATIONAL TRAINING IN THE ST. PAUL SCHOOLS 685 

For example, in the 7th and 8th grades of the schools of Rochester, 
N. Y., boys are provided 10 weeks' courses in eight different lines of 
industrial activities such as sheet metal, electric wiring, cabinet mak- 
ing, carpentry, machine shop work, printing, forging, and plumbing. 
In order to do this a new type of school is needed in which 7th and 
8th grade pupils attend school at least six hours a day or thirty hours 
a week. 

Under the present organization and with the present facilities and 
short time allowance it is extremely difficult to do anything more than 
is now being done in the 7th and 8th grades. More might be accom- 
plished, in some cases at least, by omitting the work from the 5th and 
6th grades so as to double the time allotment for the 7th and 8th 
grades, and by introducing some of the hand tools from arts other 
than woodworking. 

A detailed description of this elementary manual training work 
has been filed in the office of the Commissioner of Education, as the 
limits of this report will not permit its publication here. 

§ 2. Home Training in the Elementary Schools. 

Home training is the statutory term in Minnesota for the work in 
home-making commonly known as "household arts" or as "domestic 
science" and "domestic art." The instruction in home training now 
offered in the St. Paul elementary schools is under the direction of a 
supervisor of domestic science, and consists of hand-sewing and ele- 
mentary cooking. Hand-sewing is taught one hour a week in the 
fifth and sixth grades. The instruction is given by the grade teachers. 
One "cooking" lesson a week is a part of the program of the seventh 
and eighth grade girls of thirty-seven schools. The class periods are 
ninety minutes in length, and the instruction is given by eight special 
teachers, in nine specially equipped laboratories called "cooking cen- 
ters." A number of schools in the northern section of the city are not 
provided with a center. In these schools, plain sewing is taught the 
seventh and eighth grade girls, by special sewing teachers. 

The equipment of the cooking center laboratories is of one type, 
and is satisfactory for +he teaching of cooking. There is, however, 
no provision in the course of study nor in equipment for instruction 
in home training other than cooking and sewing. 

If girls of the upper grammar grades are to be taught to look upon 
the home as a significant part of the world's work, if they are to under- 
stand the responsibility of the home-maker for the standards and the 
efficiency of the home life, and if they are to become skillful in the arts 



686 REPORT OF SCHOOL SURVEY 

which make up a large part of the work of the home, they must be 
given instruction not only in cooking and hand-sewing, but in house- 
keeping, as including the care of the house, laundry work, and prepara- 
tion of meals; in garment-making, as including a study of washable 
fabrics, the selection and making of children's and girls' clothes, the 
care and repair of clothing, the hygiene of clothing, the cost of cloth- 
ing and the clothing budget; in home management, including discus- 
sion of the family income and of the budget, the planning and serving 
of meals, estimation of the cost of food, of shelter, and of operating, 
discussion of saving and investment, study of home care of the sick, 
and discussions of civic and community responsibilities. These are 
vital home-training subjects, but they cannot be covered in less than 
double the time now allowed for cooking or sewing, and they cannot 
be taught without additional equipment and without more specially 
trained teachers. 

Further, any adequate plan for the education of girls must pro- 
vide not only preparation for probable household responsibilities, but 
also opportunities for selection and means of training for wage-earn- 
ing pursuits. This need for vocational training for girls is in no wise 
met at the present time. It constitutes, however, the argument for 
prevocational courses in the intermediate school and vocational 
c(](urses in a technical high school designed to meet the vocational 
needs of the girls and women of St. Paul. Recommendations as to 
the work in home training and in vocational training for women will 
be found in the Appendix, Part II and Part III. 



II. 

What Opportunities for Special Preparation for Profitable Employ- 
ment Are Afforded in the Public Schools? 

In a previous chapter the need for vocational education in Saint 
Paul is fully discussed and need not be repeated here. It remains to 
be pointed out what has been done in vocational education up to the 
present time. 

No one can question the value of general education in all voca- 
tions, nor the advantage of a high school education for those who have 
the opportunity, the interest, and ability to profit by it. There can 
be no doubt that the manual training of the regular high school is a 
valuable part of a general education of any high school boy who is 
interested in it. However, this is a report on vocational education — 



VOCATIONAL TRAINING IN THE ST. PAUL SCHOOLS 687 

that education which fits directly for profitable employment. Inas- 
much as the claim is sometimes made that this work prepares the high 
school youth for the trades, it is necessary to measure it as a form of 
vocational education. 

§ I. High School Manual Training. 

The four high schools of the city are equipped to give four years 
of manual training, consisting of wood joinery, wood turning, model- 
ing, cabinetmaking, pattern making, forge shop, machine shop work 
and mechanical drawing. The work of these shops and drawing 
rooms is of an exceptionally high character. The teachers are un- 
usually well prepared for giving this instruction and are enthusiastic 
and thorough in their work. 

There is a small print shop in the Johnson High School, consist- 
ing of a Gordon press, paper cutter, type, cases, etc., purchased by the 
school itself. In this shop are printed several school publications and 
a small amount of printing for the School Department. 

Shop work is given one period a day or two periods on alternate 
days and mechanical drawing is given for the same time through the 
four years. By this arrangement the student receives regularly 45 
minutes' instruction a day in one term each of joinery, wood turning, 
cabinet making, pattern making, forge shop work, metal chipping and 
filing and machine shop practice. 

According to the published course of study the high schools have 
offered eight courses, — the college preparatory, the general, the man- 
ual arts, the home economics, the fine arts, the commercial, the me- 
chanic arts for boys, and an arts course for girls. Since January, 
1917, both the mechanic arts course and the arts course have been 
abandoned as distinct courses in all the high schools of the city. All 
of these courses offer subjects for which credit is given on the en- 
trance requirements of the University of Minnesota. In general 
there are only two of these courses, however, (the college preparatory 
and the general) from which students can enter the University with- 
out taking other subjects than those listed in the course. 

The general course provides that each year the student must take 
English. In the first year he must also take algebra and select two 
other subjects. In the remaining three years he can select three sub- 
jects. Students in the general course can, therefore, select shop sub- 
jects. 

In the manual arts and mechanics arts courses he must take the 
shop work in the regular order. The mechanic arts course, however, 



688 REPOET OF SCHOOL SURVEY 

requires forty units of credit for graduation while the other courses 
require only thirty-two. 

During the past year boys entering the high school who seem 
especially fitted for one line of shop work may devote more than the 
specified time to that subject beginning at the opening of the fresh- 
man year. As a general rule, however, no pupil is permitted to take 
in any year subjects not listed for that year's work. 

Under the general rule, therefore, the boy spends in shop work 
one term of approximately seventy-five hours of work in each of the 
shop subjects. As considerable time is consumed in washing and 
cleaning within the time allowed for the shop work the boy actually 
received considerably less than this time in instruction. In the four 
years of mechanical drawing the boy receives six hundred hours of 
drawing instruction. The drawing instruction in the first two years 
is general in character but at the end of the second year the boy 
chooses between specializing in mechanical or architectural drawing. 

It is obvious that this work, while giving the boy a fairly adequate 
training in drawing, gives him only the equivalent of about nine eight- 
hour days in each shop subject. No one can reasonably expect that 
a boy will acquire any considerable degree of skill in an occupation in 
the equivalent' of less than a week and a half of training. The boy re- 
ceiving this training furthermore receives instruction in the regular 
college preparatory courses in mathematics, history, etc., and does not 
have courses in mathematics, and science especially applied to the 
shop work. 

It is quite difficult to determine the value of this manual training 
work. In so far as it meets the needs of the general education for 
those boys who desire, along with the regular high school education, 
some elementary education in tool processes, this work measures up 
very favorably with other cities doing work of a similar nature. The 
four years of mechanical drawing furnish an excellent basis for en- 
trance to the drafting rooms of industries and an asset for other occu- 
pations requiring this training. The boys finishing this course are in 
demand in the drafting rooms of the city and the high school have no 
trouble in placing them there. 

In order to determine the value of shop courses as a factor in vo- 
cational training for the industries of the city, several questions must 
be considered: 

(a) Do the schools attempt to traia boys for the industries? 

(b) Do the schools give adequate preparation for the industries? 



VOCATIONAL TRAINING IN THE ST. PAUL SCHOOLS 689 

(c) Do the boys who enter industry and therefore should be 
trained for it, go to high school for these courses? 
If not, of what value are they to the boy taking them? 

Do the high schools attempt to train boys for the industries? An 
examination of the course of study shows that all courses of the high 
school have been planned to prepare students for entrance to college. 
It is specified that "subjects must be selected in accordance with the 
minimum requirements." These requirements provide that students 
in the manual arts course must have a total of twenty-two units of 
academic training with only eight units allowed in shop work and 
mechanical drawing. In the mechanic arts course boys must accum- 
ulate a total of thirty-two credits in academic subjects or the total 
number required for college entrance with eight additional credits in 
shop and mechanical drawing. 

The general course provides that the student must earn a total 
of twenty-four credits in academic subjects which is the same as that 
required by the college preparatory course. It is obvious that a high 
school attempting to train boys directly for industry would give them 
more than forty-five minutes a day of instruction in shop work. How 
inadequate this time allowance is may be illustrated by the following 
conditions observed in one of the high school shops of the city. The 
class was making several woodworking lathes for use in the school. 
In the first class in the morning it was one boy's task to bolt the bed 
of the lathe being made to the bed of a planer in order to machine the 
top face of the casting. To accomplish this and to adjust the casting 
properly in the planer required all the time of the class period. There- 
fore, this boy had to leave at this point. The next boy sharpened the 
tool, placed it in the head-stock and started the planing process. He 
had just about half completed this task when his class period closed. 
The next boy finished the planing process and the fourth boy un-bolted 
the casting, taking it out of the machine. It can be seen that, while 
the instructor was attempting to give a t3^pe of real vocational instruc- 
tion, the time allotment is such that this was impossible. The schools 
either intentionally or otherwise are giving training directly for draft- 
ing rooms but not for wage earning in the shop. 

Do the schools give adequate preparation for the industries? It 
would seem that this question requires no special discussion other 
than that of the preceding paragraph. Every recognized skilled trade 
and more especially those represented in the high school shop work 
require for preparation in the industry itself at least a four-years' ap- 
prenticeship in the shop. It is self-evidenct that an equivalent of 



690 REPORT OF SCHOOL SURVEY 

less than nine eight-hour days of instruction in an industry will not 
give the training which would be recognized by an industry as the 
equivalent of any considerable portion of apprenticeship training. 

The readiness with which boys graduating from the high schools 
who have had the full four years of training in mechanical drawing 
find places in the drafting rooms of the city, is evidence that this work 
does give a fairly adequate preparation for entrance to drafting rooms. 

Do the boys who enter industry, and therefore should be trained 
for it, go to high school for these courses? The age and grade statis- 
tics of the St. Paul schools show that about sixty per cent of the pupils 
drop out of the school system before reaching the high school ; that 
almost twenty per cent of the freshman class of the high school drop 
out before the close of the first year; and that about thirty-six out of 
every one hundred entering the high school leave before the opening 
of the Sophomore year. Practically seven out of ten withdraw before 
the close of the fourth or senior year. This group that leaves the pub- 
lic schools without high school education is the group that enters in- 
dustry. A study of the people now in industry in St. Paul will also 
show that only a very small per cent of them have ever attended high 
school at all and only a few have attended for as much as a year. 

Of what value is this manual arts training to the boy receiving it? 
There can be no doubt that the boy who wishes to have, along with 
his general or college preparatory training, some experience in the use 
of tools in wood and metal, gets considerable which is of value in these 
courses. The boy who has completed the full four years' work in the 
shops has had experience in several lines of shop work which gives 
him a basis for judging of these occupations as a vocation or for 
further training for a vocation. For purposes of selection, therefore, ■ 
these courses furnish only opportunities in cabinet making, forge 
work, machine shop practice and pattern making. The old hand- 
forge type of work has given place largely in industry to the gas or 
oil furnace and the power hammer or punch. Welding is now done 
exclusively by the use of the acetylene or electric processes. It is in- 
teresting to note at this point that a pupil taking the full elementary 
and high school course in Saint Paul receives five consecutive years 
of training in wood work and, after a term of modeling, an additional 
year's work in wood. 

While pattern making and forge work are of minor importance 
in the industries of Saint Paul each of the four high schools gives in- 
struction in these subjects. Printing, on the other hand, is one of the 
chief industries of the city and only one high school gives any instruc- 
tion in this subject and that in a small shop in a sub-basement and 



VOCATIONAL TRAINING IN THE ST. PAUL SCHOOLS 691 

gives no credit toward graduation for this work. Furthermore, this 
printing equipment was not purchased by the school department, but 
by the principal and pupils, who have paid for the equipment from the 
earnings of the plant. 

The manual training work of the high schools is given on the same 
basis as other subjects, — that is to say there are several teachers in 
each high school giving shop instruction and one or two giving me- 
chanical drawing. There is no departmental organization by which 
these instructors are brought together in order to make their work a 
complete unit of the schools. There is no more official connection 
between the teachers of machine shop work and the teachers of wood 
work than there is between the teachers of the same work and the 
teachers of Latin. There is no close relation between the art work 
of the schools and that of the shops. The pupils doing the shop work 
receive the same mathematics, and the same science as the pupils who 
are preparing for college. 

Excellent as this work is in many respects, it seems obvious from 
the foregoing that the manual arts work of the high schools, with the 
possible exception of the mechanical drawing, does not meet the need 
for trade and technical training in the mechanic arts, and that another 
type of school is required to perform this task. 

A study of the employments in a city will reveal in general three 
classes of positions for which training is necessary. There is the 
skilled worker in industrial or commercial occupations, such as the 
carpenter, machinist, bricklayer, cabinet maker, electrician, composi- 
tor, pressman, the bookkeeper, the stenographer, the typist, the sales- 
girl and the clerk. There are the technically trained leaders at the 
top, who have been trained by special college and engineering classes 
for their work such as the mechanical engineer, the electrical engineer, 
the chemical engineer, the metallurgist, the transportation expert, and 
the expert in business administration. Between these two groups is 
a third group who, in the endeavor to describe their duties and respon- 
sibilities have been called such names as petty officers, junior officers, 
junior engineers and non-commissioned officers. At any rate, they 
stand in between the technical expert at the top, and the more or less 
mechanical operator below, in much the same way as a non-commis- 
sioned officer of the army receives his instruction from his superior 
officer, who is a West Point graduate, and carries them out with the 
private soldiers. 

Among these positions are those on the directive and business 
side of the manufacturing line which call for the general education 
and technical training which such boys will have. They will be near 



692 REPORT OF SCHOOL SURVEY 

the bottom in this Hne and work their way up through the positions 
described below. 

These positions are found in all large and well-organized con- 
cerns : Superintendent ; assistant superintendent ; general foreman ; 
foreman ; assistant foreman ; inspectors ; draftsmen ; machine design- 
ers; industrial designers; efficiency men; cost accountants; lay-out 
men; cost estimators; time-keepers; trouble men; erectors; piece work 
supervisors; checkers; graders; chemists; accountants; inspection 
supervisor; chief clerk; copy man; head tester; circular manager; 
master mechanics; superintendent of instruction; salesmen; director 
of salesmen. 

Positions with gas and electric companies : General manager ; 
superintendent of gas department ; superintendent of electric depart- 
ment ; chemists for testing illuminating and heating value of gas ; the 
efficiency of coal consumption ; engineer and draftsmen who design 
and lay out repairs and improvements for both departments ; general 
foreman of retorting house ; day and night foreman ; bench foreman ; 
foreman of coal crew; foreman in coke yard; chief operating engineer 
in power stations ; assisting operating engineer in power stations ; 
assisting operating engineer ; switch board engineer ; sub-station 
operator engineer in charge of steam units ; foreman in charge of dis- 
tributing system, who looks after sufficient gas pressure, voltage on 
lines, etc. ; foreman over street gangs, who looks after placing of new 
gas mains and installing over-head and under-ground wires. 

Positions with street railway companies: In Power Depart- 
ment: Chief engineer; assistant engineer; operating engineer; assist- 
ant operating engineers ; engineer in boiler room ; foreman of coa\ 
crew ; foreman of construction work ; chief electrician and assistant in 
hydro-electric station; switchboard operator; sub-station operators. 

In Mechanical Department: Master mechanics; general fore- 
man ; foreman of motor repair department ; foreman in foundry ma- 
chine shop ; mill room ; paint shop, sheet metal department, etc. 

The Maintenance Department : Engineer of maintenance of 
ways; draftsman; surveyors; foreman of over-head and under-ground 
construction; foremen of the sheet men and of street gangs. 

The Transportation Department : Station supervisor ; dispatch- 
ers ; inspectors ; superintendent of schedules ; foremen in stations. 

Positions with large manufacturing concerns : Productive man- 
ager; office manager; sales manager; cost experts; foreman of inspec- 
tion department; foreman of manufacturing department; erection 
foreman; chief engineer; purchasing agent; store-keeper; chief order 
clerk; credit manager; traffic manager; head of shipping department. 



VOCATIONAL TRAINING IN THE ST. PAUL SCHOOLS 693 

Positions in the telephone industry: Chief of district plant; dis- 
trict wire chief; assistant district wire chief; foreman and assistants 
in installation and maintenance ; construction, cable department ; 
equipment engineer; outside plant construction engineer; toll line 
engineer; traffic engineer; appraisers and draftsmen. 

Positions with railroad shops : Master mechanics ; foreman of 
car department ; foreman of truck department ; wheel men ; foreman 
in air-brake, pipe fitters, painting, and carpentry departments ; fore- 
man of locomotive department ; foreman of machine shop, boiler 
shops, blacksmith shop, pipe shops, welding shops. 

Conclusion : Manual training as given in the high schools has 
little if any vocational significance so far as preparing for wage earn- 
ing is concerned, but the subject should be retained in the regular 
high school course because of its large value as a part of general edu- 
cation. 

It requires college training to make the technical expert. The 
education for the worker or for the non-commissioned officer must be 
given in the public schools. It seems clear that the needs of neither 
one of these two groups are being met by the present manual training 
courses for those who have not gone to work. Nor has the city 
through part time and evening classes served the interests of those 
already employed. Hence the need for a new school called the tech- 
nical high school, whose duty it should be to offer comprehensive 
courses, giving instruction for both these groups. 

Attention is here called to the discussion of mechanic arts work 
in intermediate schools and a proposed technical high school given in 
Chapter 5. 

§ 2. Home Training in the High School. 

Instruction in home-training is offered in each of the four St. Paul 
high schools. The work consists of courses given under the titles c * 
Cookery I, II, HI, and IV, Sewing I, II, HI, and IV. These eigh- 
courses are included in a four-year course of study, and are also open 
to all students as elective subjects. Registration in the four-year 
course is small — in one high school, from three to four per cent of the 
young women enrolled in the high school. A much larger number 
elect one or more of the courses — during any one semester, approxi- 
mately fifteen to twenty per cent. 

The equipment in each school is of the same general type : one 
foods and cookery laboratory, and one laboratory for work in garment- 



694 REPORT OF SCHOOL SURVEY 

making and dressmaking. The Mechanics Arts high school has a 
third laboratory, a dining-room, and plans are made to add a dining- 
room to the equipment of the other schools. 

The teaching staff for home economics consists of two teachers in 
each of the three larger schools and of one teacher in the Humboldt 
school. Of the seven teachers of home economics, or home training, 
three are graduates of college courses in home economics, and three 
have completed two-year training courses in this field. In Minnesota, 
beginning with June, 1915, certification for high school teaching in 
home-training has required graduation from a four-year college course 
in home economics. 

The outline plan of the home economics courses is similar in all 
the high schools, but there is no uniform plan as to the content of the 
special courses scheduled as "cooking" and "sewing." Somewhat of 
uniformity is attained through voluntary and informal conferences be- 
tween the teachers, but the work is without special supervision, and 
each teacher is largely a law unto herself as to organization, content, 
and method of her work. Furthermore, due to the lack of supervision 
and a plan for the teaching of home training throughout the grammar 
grades and high school, the high school courses bear no definite rela- 
tion to the grade work in these subjects, and both teachers and pupils 
complain of duplication of work, and of consequent loss of time and 
lack of interest in these subjects. 

The content of the eight courses in home-training is not properly 
indicated by the titles. Under Sewing I, 11, II, and IV, not merely 
sewing, but garment-making and elementary dressmaking are taught. 
Under Cooking I, II, III, and IV, the work is largely recipe cookery, 
but with such instruction in physiology, hygiene, composition and 
nutritive value of food materials as can be incorporated within the 
time limits of the work, and for students having neither physiology 
nor chemistry as a background. Food study without a background 
in physiology and hygiene, and dressmaking without a basis in design, 
are subjects of grade rather than high school quality. 

Home training courses are universally accepted as laboratory 
subjects; hence, as requiring double periods for class exercises. But, 
due to the great difficulty of making the program for the large num- 
ber of courses open to high school students as electives, it has not 
seemed possible to provide for double periods for this work. Until 
the present semester, three of the four high schools have allowed only 
forty-five minutes for the daily class exercises. The Johnson High 
School has allowed ninety-minute periods for several years, and begin- 
ning with the present semester the Humboldt high school is providing 



VOCATIONAL TRAINING IN THE, ST. PAUL SCHOOLS 695 

ninety-minute periods for both "cooking" and "sewing," and the same 
provision has been made for "cooking" in the Mechanics Arts high 
school. 

The situation presents further difficulties through the fact that 
home training courses are open to all students, without prerequisite 
courses other than the previous course in either series. The cooking 
classes, therefore, include a membership of freshmen, sophomores, 
juniors, and seniors, both with and without preparation for the work 
in related sciences, and all engaged upon the same subject matter. 

The case for sewing is somewhat dififerent, though due to the 
same cause — difficulty in program-making. In the two high schools 
allowing ninety-minute periods for "sewing," courses I, II, III, and 
IV, or a part thereof according to the needs and previous training of 
the pupils, are taught in the same room at the same time, by the same 
teacher. In the high schools allowing forty-five minute periods, the 
different classes are taught separately. 

The teachers of home training or home economics in the St. Paul 
high schools are unanimous in their demands for double periods for 
class exercises ; for a definite correlation of drawing and design with 
garment-making and dressmaking ; for a definite and required correla- 
tion of physiology and chemistry with the food study courses; for an 
expansion of the work to include textiles ; millinery, house-planning 
and furnishing, and home management ; and for supervision and a 
definite plan for the high school work as based upon the work done 
in the grades. 

From the foregoing picture of the conditions and of the character 
of high school instruction in home training, it is obvious that 
the work is inadequate as a part of general education affording 
prevocational training for the vocation of home-making. Further, it 
offers so little as to be almost negligible as a means of preparation for 
wage-earning in the vocations closely allied to home-making — gar- 
ment-making and dressmaking, junior and attendant nursing, cafe- 
teria service and management. Manifestly if high school home train- 
ing is to function in either of the foregoing directions, far-reaching 
changes must be made in the supervision, plan, and conditions of the 
work. Recommendation for home-training and for vocational train- 
ing for girls and women will be found in Chapter VI. 



696 EEPORT OF SCHOOL SURVEY 

§ 3. High School Commercial Work. 

Commercial Training, most of it in bookkeeping, stenography and 
typewriting, has been given in all of the high schools of Saint Paul for 
some years and the young people who have taken these courses con- 
stitute a considerable part of the office employees of the city. It is 
rather strange, in view of the demand for the work, that no separate 
department of commercial training has been organized in each of the 
high schools of the city. Much better work would be accomplished if 
"such an organization were made. The lack of this organization has 
probably been due to the fact that all the definitely organized courses 
of the high school are arranged on a college preparatory basis. Prac- 
tical subjects such as stenography, typewriting and bookkeeping are, 
therefore, offered more or less as electives for which pupils may, to 
a limited degree, get credit toward a high school diploma which admits 
to the University of Minnesota and other similar institutions. The 
practical subjects in commercial work are taken as electives by stu- 
dents in all the courses of the schools. Because of this, it has been 
almost impossible for the Survey to give any accurate figures as to the 
number of young people in the high schools of the city who to a 
greater or less extent have been fitting themselves for wage earning 
employments in office service. 

Some idea, however, can be gathered from figures showing the 
number of high school pupils taking more or less training of the kind 
prescribed below in commercial subjects during the year: 



VOCATIONAL TRAINING IN THE ST. PAUL SCHOOLS 



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(598 REPORT OF SCHOOL SURVEY 

A four-year commercial course is offered in each of the four high 
schools. The commercial subjects given in the course are as follows: 

1st year, penmanship, spelling, commercial arithmetic. 

2nd " bookkeeping, commercial geography, commercial type- 
writing. 

.'3rd " bookkeeping, stenography, commercial law, typewrit- 
ing. 

4th " stenography, business correspondence and of^ce sys- 
tem. 

These commercial subjects may also be taken as electives in any 
of the other courses. Instruction in these subjects is given one period 
a day throughout the year with the exception of commercial geog- 
raphy, history and law, business correspondence and ofifice system, 
which are taught for one period a day for one term only. 

There is no department of the school known as a Commercial De- 
partment, organized under a department head with English and math- 
ematics taught especially as a part of this course. While there is, of 
course, a professional relation between teachers of commercial sub- 
jects there is no official relation between the stenography and type- 
writing instructors other than that existing between all teachers of the 
high school. The students take the same English work throughout 
as that given students in the college preparatory course. A student 
completing the course is expected to accumulate a total of twenty-two 
credits of academic subjects and ten of non-academic, under which 
head are designated bookkeeping, typewriting, spelling, penmanship, 
correspondence and ofBce system. No credit is given for less than 
two years of stenography and only two credits can be gained in type- 
writing. In other words typewriting cannot be taken for credit for 
more than one period a day for two years. 

No student can select subjects listed for years other than the one 
in which he is classified. For example, a freshman or sophomore 
cannot elect stenography' and freshman cannot elect bookkeeping. 

Under the head of office system, pupils are taught to use filing 
systems of various kinds, to file applications, quotations, contracts, 
etc. 

Onl}^ one make of typewriter is provided in the schools, all the 
pupils learning to use only the one machine. A mimeograph is pro- 
vided and pupils are taught to use this machine. 



VOCATIONAL TRAINING IN THE ST. PAUL SCHOOLS 69i) 

In general, the commercial work in the high schools is character- 
ized by thoroughness and effective teaching. The work might be 
criticized from the standpoint of not providing practical experiences 
such as are met in office and commercial practice. For example, the 
pupils keep a set of books as outlined by a textbook and do the ac- 
counting for an imaginary concern. The stenographic work is almost 
exclusively the taking of exercise letters dictated by a teacher. The 
value of stenographers in commercial pursuits is largely determined 
by their ability to take dictation from a number of people whose 
phrasing and articulation will vary with each individual. 

To determine the value of this work, it is necessary to consider 
from an office or business standpoint what is required of young people 
who enter commercial pursuits. Unless a stenographer owns her 
own machine, she will be called upon to operate the machine of the 
office in which she is employed. The high schools, therefore, should 
provide opportunities for its students to have practice on at least three 
standard machines. 

Our study has shown that over ten thousand people are employed 
in occupations requiring ability in salesmanship in Saint Paul while 
about three thousand are employed as stenographers and typewriters. 
No course, however, is offered preparing for salesmanship. The rail- 
roads of the city no doubt employ large numbers of billing clerks, rate 
clerks and over, short and damage clerks. Stenographers, moreover, 
need considerably more than training in the taking of dictation and 
the transcribing of the same on the typewriter. Modern business 
offices require people who understand the use of the adding machine, 
the multigraph, mimeograph and other duplicating machines, tele- 
phone, switchboard, tabulating machines, dictaphone, stenotype, bill- 
ing machines, the use of form letters, business forms and blanks, card 
catalogue and other filing devices, etc. Even where the nature of the 
first employment of the youth is not such as to call for all of these 
things at least an elementary knowledge of them is a sure way to pro- 
motion and better positions. 

Conclusion : The Survey believes most emphatically in a four 
years' commercial course as a preparation for success in office work, 
for these reasons : 

1. Of all the fields of vocational training below college grade 
none require more general education for the largest success 
than do business and commerce. 

2. While the graduate from four year commercial courses may 
not at the outset show more or even as much proficiency in 



700 REPORT OF SCHOOL SURVEY 

the mechanics of office work, (although they should) as the 
graduates of specialized commercial schools, they do as a 
group make a greater success in business life. They will be 
more successful than the graduates of a two-year commercial 
course if the latter were established in the high school. On 
the whole boys and girls who pursue a four-year course are 
a better selected group with more ambition and more persist- 
ence. They also have a broader general education which they 
will use continuously in their life work. As a result of their 
better equiment, they possess more resourcefulness, more ini- 
iative and more promise of growth for the future. 
3. This is entirely aside from the other general proposition that 
our youth should whenever possible receive four years of 
secondary education before becoming wage earners. 

What we need everywhere with our four-year commercial courses 
in the high school, is not a shortening of the time but the organization 
of the instruction on a thoroughgoing vocational basis. Teachers of 
commercial subjects should have when employed a successful busi- 
ness experience in the lines for which they give instruction and the}'' 
should be required to keep in intimate contact with the changes and 
improvements of the business world. The commercial work of the 
high school should be a definite department with a competent head 
and a separate organization of courses, pupils, and teachers. It should 
be the business of this department to give instruction in subjects and 
methods demanded by the best modern practice irrespective of 
whether or not the work met with the approval for credit at the Uni- 
versity. This department should set up points of contact and close 
co-operation with the business world so as to keep its work alive, pro- 
vide for a more real experience for its pupils than the school alone can 
give, and secure the proper placement of its graduates. The work 
should be enriched from time to time to include training in modern 
business practices, machines and devices and an elementary knowl- 
edge of modern business problems. Some idea of what is meant by 
the foregoing may be gained from the recommendations for a strictly 
vocational commercial course in a proposed technical high school 
given in Chapter IV. 

The commercial courses now being offered in the high schools of 
the city should undoubtedly be continued and should be organized 
and enriched along the lines suggested in the foregoing paragraphs. 
The business men of St. Paul as found by the Survey believe that 
there should be one high school, and that the new technical high 



VOCATIONAL TRAINING IN THE ST. PAUL SCHOOLS 701 

school, where the young people who are not going to college may 
secure a most thoroughgoing technical as well as mechanical prepara- 
tion for modern business life. 

It is recognized, however, that the superior value of a four-year 
commercial course is not sufficiently appreciated at the present time 
to induce many young people who are graduates of the elementary 
school to take such a long course. These take the short courses in 
private business colleges because they do not require the student to 
forego wage earning for four years, while getting their preparation. 
Most of these young people would be willing to attend a two-year 
course if such were offered. The effect of the establishment of such 
a course would, it is obvious,- be to practically establish two years of 
commercial training as the minimum for office training in St. Paul 
rather than the six months which most private business schools re- 
quire. This course would be made rich not only in the mechanics 
of bookkeeping, stenography, typewriting and the use of modern 
office machines and devices but in English, literature, composition, 
business correspondence, business law, modern business practices, 
subjects either neglected or dealt with very inadequately in six 
months' courses. 

In order, therefore, to raise the minimum standards for office 
service in the business world and as a way mark on the road toward 
the day when four years of training will become the standard mini- 
mum there should be offered somewhere in Saint Paul a special two- 
year commercial course open to graduates of the elementary school. 
In this pupils with little time and money will be able to prepare for 
employment better than under present conditions. This course will 
introduce them into a hig-h school atmosphere and lead many to com- 
plete the longer course. 

In another point in this report it is proposed that a new technical 
high school should be built. Here a thorough commercial course, 
four years in length, is to be offered, as one of the distinct vocational 
departments of the school. The course of study for this vocational 
department is found in connection with a discussion of the technical 
high school. Chapter V. A reading of this course of study will show 
the work to be so planned as in the other courses and departments 
that the emphasis in the first two years is laid on what might be called 
the practical or mechanical side of the vocation. Other subjects of a 
general character such as English are given and related studies such 
as commercial geopraphy and history are provided, but the effort is 
made to ensure for those pupils who leave without completing the 
four-year course a definite wage earning asset in the ability to do cer- 



T02 REPORT OF SCHOOL SURVEY 

tain kinds of office work well. To this end the school day of this 
school is made seven hours, in order to ensure adequate time for both 
practical and theoretical subjects as well as necessary academic sub- 
jects. 

§ 4. The Evening School. 

Most of the evening school instruction in Saint Paul while given 
in public school buildings, has not been supported or conducted by 
the public schools. Under an arrangement entered into in 1907-08 
the use of public school buildings for the purpose of evening school 
work was granted the Saint Paul Institute. Under the auspices of 
this organization, are held the extension work of the University of 
Minnesota, the extension work in telephon3iof the Dunwoody Insti- 
tute and the classes of the Saint Paul Institute itself in academic and 
industrial subjects. In fact the only evening classes in public school 
buildings operated by the public schools are the classes in English for 
foreigners and classes in sewing, crocheting, millinery, cooking, ma- 
chine shop practice, cabinet making, penmanship, orchestra, chorus, 
expression, public speaking, story telling, scenario writing, folk and 
aesthetic dancing, social dancing and gymnastics held in fifteen social 
centers. In addition to the classes ofifered in public school buildings, 
a number of private agencies such as the Y. M. C. A., the Y. W. C. A, 
and the private business colleges of the city give evening instruction 
in their buildings. 

The following table shows the total enrollment of all evening 
classes conducted by different agencies of which the Survey has 
learned not including the evening classes in private business colleges: 

Public Schools, Social Centers 3,134 

Saint Paul Institute, Univ. Ex 383 

Art School 78 

Academic and Industrial 494 

Dunwoody Institute, Telephony 109 

Y. W. C. A 632 

Y. M. C. A 494 

Correspondence Schools 450 

The evening classes listed above, are, it is clear, conducted by 
three classes of institutions, private schools supported entirely by tui- 
tion, as in the case of the business colleges, semi-public schools charg- 
ing tuition but supported in part by private philanthropy as in the 



VOCATIONAL TRAINING IN THE ST. PAUL SCHOOLS "^03 

case of the Y. AI. C. A. and the Y. AV. C. A., the Dunwoody Institute, 
and the Saint Paul Institute, and the pubHc schools. 

The correspondence school instruction is here listed as evening 
school work because those taking it are employed during the day and 
do their studying at night on the lessons received by mail. No abso- 
lutely accurate figures are available as to the number of students. 
According to the information gathered by the Minneapolis Survey, 
there were 450 students from Saint Paul enrolled with the Interna- 
tional Correspondence Schools alone during 1913-14. 

Of course, the private business colleges give to evening school 
students the customary instruction in bookkeeping, stenography and 
typewriting. 

The Y. M. C. A. gives training in arithmetic, bookkeeping, busi- 
ness English, commercial law, English for foreigners, English com- 
position, "Your English," penmanship, stenography, Spanish, sales- 
manship, public speaking, automobile, drafting, electricity, "boys* 
group" and first aid. Classes are conducted for street railway em- 
ployees and other courses are given for railroad men at the Minnesota 
Transfer branch of the Y. M. C. A. 

Classes in domestic science, domestic art, millinery, china paint- 
ing, art craft, piano, grammar, commercial subjects, English for for- 
eigners, German, Spanish, expression, first aid and manicuring and 
shampooing are conducted by the Y. W. C. A. 

The Dunwoody Institute with headquarters in Minneapolis, but 
which was founded to give instruction in mechanic arts to the youth 
of the state, conducts evening extension courses in telephony for work- 
ers employed in that trade only. 

Under the auspices of the Saint Paul Institute, University Ex- 
tension courses are conducted in public speaking, business law, real 
estate practices, principles of accounting, cost accounting, lumber and 
its uses, shop mathematics, electricity, German conversation, French 
conversation, Greek literature and life, and the Romantic movement. 

Of the total enrollment in the classes conducted by the Saint Paul 
Institute 80 were registered in the evening elementary school, 248 in 
the evening high school, and 140 in industrial and technical courses. 

It is quite evident from the foregoing that the public schools are 
at present carrying on only a small part of the evening school work of 
the city. Aside from allowing the use of buildings and equipment by 
private agencies the public schools are playing but little part in giving 
vocational education of any kind in evening schools. 

Undoubtedly the most active agency in the city giving evening 
school vocational instruction and the one making the largest use of 



'04 REPORT OF SCHOOL SURVEY 

public school buildings for this purpose, is the St. Paul Institute. 
This Institute carries on a wide variety of enterprises for the benefit 
of the city. A statement of its activities has been made by the Survey 
and filed in the office of the Commissioner of Education. 

For some years it has been conducting educational classes along 
academic and technical lines for which a fee is charged, large enough 
to make the work to some extent self-supporting. A fair idea of the 
extent of the school work of the Institute may be had from the follow- 
ing table giving the registration for the Institute for the last three 
years : 

No. of Students Enrolled. 

1913-14 1914-15 1915-16 

Elementary 553 440 289 

High 218 202 35(5 

Industrial 308 134 100 



1079 776 654 

It would seem from the above that there has been a steady de- 
crease in the total registration in the last three years as well as in that 
of the elementary, industrial and technical classes while on the other 
hand the evening school has held its own. 

There can be no doubt that the Saint Paul Institute has done a 
splendid service for the city of Saint Paul through these evening 
classes. At a time when public sentiment had not been awakened to 
the value of such work and when for reasons given elsewhere the pub- 
lic schools lacked the funds to support it, the Institute pioneered the 
field. The Institute has done the experimental work which is always 
necessary at the outset of any educational undertaking. Not only 
have large numbers been benefitted by the instruction given, but pub- 
lic sentiment has been fostered and the way has been paved for the 
more extensive development certain to come with a larger support by 
public funds. 

The following statistics show for 1915-16 the number of students 
enrolled in the University Extension classes and in addition a com- 
parison with the number enrolled from Minneapolis in the same lines: 



VOCATIONAL TRAINING IN THE ST. PAUL SCHOOLS ^05 

1915-16. 

Saint Paul Minneapolis 

Business 210 778 

Collegiate 230 1097 

Engineering 13 323 



453 2198 

Very commendable is the use of the Saint Paul School buildings 
without charge for the activities of the University Extension Division 
whereby the University is able to bring its instruction close to the 
ambitious wage earners of the city. By this means the city is realiz- 
ing larger dividends through the wider use of its school plant and 
equipment at a negligible cost to the city. 

Inasmuch as this survey is immediately concerned with the prob- 
lems of the public schools, no attempt has been made to inquire into 
the causes for the comparatively small number of University Exten- 
sion students in Saint Paul. The classes in Saint Paul are held in 
buildings of as easy access if not more so than in Minneapolis, where 
most of the work is conducted at the University. Making allowances 
for the difiference in population, it is still evident that the University 
Extension work in Saint Paul falls below that of Minneapolis in point 
of the number of students served. 

All the recommendations for evening school work are given in 
Chapter 5. 



706 REPORT OF SCHOOL SURVEY 



CHAPTER 4. 

Recommendations as to Training Needed. 

PART I. 
Place of Industry and the Schools in Giving Training. 

There are good and bad methods of doing every job at which wage 
earners are employed. Where the requirements for specilized occu- 
pations are ample and desired, the employers of Saint Paul should be 
expected to provide better than in the past, for the proper selection, 
induction and training of workers for the demands of such tasks. The 
effort will pay rich rewards in improved service and human welfare. 
This is said with full recognition of many things that have been well 
done. 

On the other hand where there are occupations requiring a 
breadth of skill or knowledge necessary to efficiency, which the shop 
under existing conditions cannot give, the experience of the shop or 
factory should be supplemented by training in practice or theory or 
both, by the vocational school. The economic and social and educa- 
tional argument for this policy is given in Chapter 1 under the title, 
"Why Vocational Education for St. Paul?" 

There are industries and occupations making large demands upon 
those workers who are ambitious for success which have grown up 
in the modern industrial era, such as many branches of the steel busi- 
ness and the clothing trades. Established since the decline of appren- 
ticeship and organized on the basis of large production, these indus- 
tries have never employed apprenticeship as a means of training new 
workers. The problem in these industries is not the establishment 
of apprenticeship of the old kind, but such a co-operation of the voca- 
tional school, all day, part time, or evening, as will furnish the neces- 
sary training. 

In those skilled occupations where apprenticeship seems to be 
disappearing, it seems clear that the services of the school are neces- 
sary, both to give young workers a start in the business through a day 
school, and opportunities through part time and evening schools to 
receive additional needed instruction after going to work. 



RECOMMENDATIONS AS TO TRAINING '^07 

This calls for a new apprenticeship. The plan of this new ap- 
prenticeship which the survey believes should be adopted in St. Paul 
is that of giving boys who desire to follow any one of these trades two 
years of training in the practice and theory of the trade or vocation, 
before they become wage earners. They should then be placed in the 
trade in which might be called a third year of apprenticeship at the 
wage which is paid to promising boys at the beginning of their third 
year of service in the calling, the two years spent in the school being 
accepted as the equivalent of two years spent in the trade or calling. 
Where more than three years of service is required before journey- 
manship is recognized in the trade, the boys should be required to 
serve the full term, less the two years spent in the school. These 
boys should also be encouraged to attend evening school for instruc- 
tion either in new processes or discoveries, or in the theory or science 
of the trade. 

In those skilled trades where apprenticeship still serves ade- 
quately as a means of supplying new workers, part time classes should 
be provided to give the training which the shop fails to give. These 
part time classes should be held during the working day and the ap- 
prentice should be paid for the time spent in them. The paying of 
the apprentices for this school attendance out of his working time is 
based on the assumptions that he is being trained and that the school 
training is due him as a part of his pay. These part time classes must 
be adapted by the school authorities to meet a wide variety of condi- 
tions in a city the size of St. Paul. 

In seasonable trades, particularly those carried on out doors, the 
instruction is more or less broken, owing to the fact that steady work 
cannot always be had and the result is that in these trades the highest 
skill is not always developed. As a result, part-time or evening 
classes would serve a most excellent purpose in the building trades 
as well as in other seasonable employments. 

Conditions may require the organization of these classes so that 
alternate weeks or alternate days are spent in school. They may re- 
quire four or five hours a week of school instruction. In some cases 
dull season classes, as for example in the winter months in some of the 
building trades, may be necessary. The school must adapt itself to 
the necessary organization of the shop, in hours, in seasons, and in the 
place where the instruction is given. It must not hesitate when con- 
ditions require to send the instructor to the shop rather than the 
pupils to the school. The school, its courses, and its methods must be 
flexible in adapting itself to the large task of promoting successful part 
time training. 



708 REPORT OF SCHOOL SURVEY 

The time will come when the State of Minnesota will by law re- 
quire the training- of all minors in industry as several states have 
already done. Not only the schools but all those concerned with in- 
dustry need to give their hearty co-operation to the public schools in 
their efforts to establish as many schemes of part time training as 
possible. Only in this way can the city learn^how to handle the prob- 
lem on a larger scale. 

PART 11. 

Occupations for Which Training Should Be Given. 

On the basis of the facts given in Chapter 2 and the experience 
of other cities, we shall attempt to point out here the occupations for 
which we believe the St. Paul schools should at an early date attempt 
to give training and to indicate whether this training should be 
given in — 

1. All day classes giving preparatory instruction to the youth 
before he enters upon wage earning. 

2. Part time and dull season classes for the youth who has 
already entered a vocation either as an apprentice or as a 
young worker. 

■i. Evening classes for adults extending their skill or knowledge 
in the occupation where they are employed. 

The time spent upon the survey has not made it possible to give 
more than general suggestions as to the possibilities. It remains for 
the school authorities to check up these suggestions by experiment 
and to add to the list of vocations proposed below as subjects for 
training, others for which a need develops. The most practical 
method of procedure will be to begin with those vocations such as are 
given below which seem to show the greatest demand and from em- 
ployers in which the most helpful co-operation can be secured. 

§ I. All Day Classes. 

Instruction in the following lines can be given in day classes for 
those preparing to enter wage earning: 

1. Automobile repair and construction. 

2. Attendant nursing. 

3. Bookkeeping and office service. 

4. Cabinet making. 

5. Carpentry. 



IlECOMMENUATIONS AS TO TUAININd 709 

6. Catering and cafeteria management. 

7. Drafting and designing. 

8. Dressmaking. 

9. Electrical work. 

10. Garment making. 

11. Home economics. 

13. Junior home nursing. 

13. Machine shop work. 

14. Millinery. 

15. Power machine operating. 

16. Printing, both composition and presswork. 

17. Salesmanship. 

18. Sheet metal work. 

19. Stenography. 

20. Typewriting. 

21. Instruction in the Technical High School preparing the youth to 
start properly as a non-commissioned officer on the business and 
directive side of business. 

The arrangement of the subject matter for such day courses in 
definite courses is given in Chapter 5 on the Technical High School. 

§ H. Part Time and Dull Season Classes. 

Part time classes will probably be a matter of slow growth in St. 
Paul as elsewhere because employers must be educated to such co- 
operation. Part time classes for the following lines have been con- 
ducted elsewhere and are therefore recommended for St. Paul : 

Automobile repair, construction and operation. 

Baking. 

Bricklaying. 

Carpentry. 

Classes for city employes in Office Work. 

Courses in Home Making. 

Electrical work. 

Garment making. 

Machine shop work. 

Office work. 

Plastering. 

Plumbing. 

Printing. 

Salesmanship. 

Sheet metal. 



710 



REPOET OF SCHOOL SUEVBY 

§ 3. Evening Classes. 



It is recommended that training for adults in the following occu- 
pations be given in evening classes. A detailed analysis of short unit 
courses will be found in the Appendix, Part I. 



For Men. 

Advertising. 

Automobile repair and construc- 
tion. 

Building construction, including 
carpentry and bricklaying, ce- 
ment and concrete construc- 
tion, architectural drawing. 

Cabinet making. 

Drafting and design. 

Electrical work, including inside 
wiring, outside construction 
and plant work. 

Interior decoration. 

Janitors and engineers. 

Machine shop work. 

Painting. 

Plastering. 

Plumbing. 

Printing (composition). 

Printing (press work). * 

Steamfitting and ventilation. 

Structural steel design. 

Telephony. 

Welding. 



For Women, 

Custom sewing trades. 

Fur garment making. 

Food service occupations, includ- 
ing cookery for lunch rooms, 
cafeteria service, training for 
waitresses, special catering, die- 
tetics for practical nurses. 

Garment making. 

Glove making. 

Home economics courses in cook- 
ing, garment making, home 
nursing, dietetics, house plan- 
ning and furnishing. 

Millinery. 



For Both Men and Women. 



Commercial law. 

Cost accounting. 

Economics. 

Principles of accounting. 

Salesmanship. 

Show card writing. 

Stenography, typewriting and bookkeeping. 



KECOMMENDATIONS AS TO SCHOOLS 711 

CHAPTER 5. 
Recommendations as to Types of School. 

PART I. 
The Plan in General. 

T 

After a careful consideration of the whole situation in Saint Paul, 
the overcrowded conditions of elementary and high schools, the pres- 
ent organization and units, the course of study and methods now em- 
ployed, the need for a different type of education for children 13 to 15 
years of age and the need for prevocational and vocational education 
not now being met, the Survey believes the plan outlined below to be 
the most economical and effective method for gaining these ends. 

The first six years of the child's career in school should be de- 
voted in general to fundamental training which will furnish him a 
basis for all his further education. 

Above this, there should be, for reasons which follow, a new type 
of school for the 7th, 8th and 9th grades known as the intermediate 
school. While these intermediate schools are being gradually estab- 
lished, most of the children of the city will receive their 7th and 8th 
grade work in the same building in which they receive their first six 
years of schooling. 

Above this intermediate school should be the high school for th? 
10th, 11th and 13th grades. While this is developing, the high school 
will continue to contain the 9th, 10th, 11th and 13th grades. 

There is immediate need in Saint Paul for a new high school. 
This should be a technical high school centrally located. This build- 
ing should contain grades 7 to 18 inclusive. Of these, grades 7 and 8 
should be for the children of these grades, of that neighborhood. In 
this way these two grades offering the same dift'erentiated courses as 
the same grades of the intermediate school,' would take the place of 
'the intermediate school for that district, and the technical high school 
for the entire city. The technical high school should give direct and 
intensive training for entrance to profitable vocations in the industrial, 
commercial and applied arts. In this technical high school, the first 
two years should lay its largest emphasis on the mechanics of the art 
as a vocation, while the last two years should place its emphasis on 
the science and technology of the art, fitting for future leadership in 



713 



REPORT OF SCHOOL SURVEY 



the vocation. This will be explained in the discussion of the course 
of study for the school in succeeding pages. 

The diagrams and explanations which follow illustrate two situa- 
tions: the first (Chart No. 1) when the new technical high school is 
erected and the first intermediate schools are built, and the second, 
(Chart No. 2) when these intermediate schools have been established 
throughout the city taking the place of the upper grades in the present 
elementary school buildings. In a sense they show the proposed plan 
both at the start and when consummated. 

CHART NO. 1. 



Showing relation of units and progress of pupils when the new 
Technical High School and the first intermediate schools are estab- 
lished. 





Technical 
High School 




Four Regular 
High Schools 


« 






/'^Technica/ 


li 


/2 


Inter me 
Schoo 






y. Courses 


n 






^Two Year 
/O Vocational 


JO 


diote 

5 


Old 

GrcimmarSciiool 


„ Courses 


9 




9 


6 


a 


O intermediate 






8 


7 . 


« School 




7 




1^ 




■n 




6 \a \c ^ 


6 


5 


5 


4 S / X Grad e& 


4- 


3 of 


3 


2 Elementartj Schoo &' 


2 


1 


/ 



RECOMMENDATIONS AS TO SCHOOLS 713 

After passing- through the first six grades of the elementary 
school, the Saint Paul child at the present time advances to the gram- 
mar grades of the same building as indicated by the arrow (a). After 
finishing the 8th grade he advances to the 9th grade or freshman year 
of one of the four high schools of the city. When the technical high 
school is established he could likewise advance to the 9th grade or 
freshman year in it. In those districts where intermediate schools are 
established, the present overcrowded conditions of the schools in those 
districts would be relieved by transferring the 7th and 8th grades to 
the intermediate school in which the 9th grade would be included as 
shown by arrow (b). The pupils in such a district would advance 
to the freshman year of one of the four regular high schools as 
indicated by the arrows (e-e) or of the new technical high school. 
Should he contemplate attending a regular high school, his usual 
route would be through the 9th grade of the intermediate school to 
the 10th grade or sophomore year of the regular high school as indi- 
cated by the arrows. 

In the district where the technical high school is located the pupil 
would pass from the 6th grade of the elementary school to the 7th 
grade of the intermediate school in the technical high school building 
as indicated by the arrow (c). If at the close of the 8th grade he did 
not desire to pursue a technical high school course, he would transfer 
to the 9th grade of one of the four regular high schools or to the 9th 
grade of one of the intermediate schools as indicated by the arrow (d). 



714 



REPORT OF SCHOOL SURVEY 



CHART NO. 2. 

Showing relation of units and progress of pupil when the new in- 
termediate schools are completely established throughout the city. 



Technical 
High Schoo 



Techn 



CO 



IZ 



Courses 



// 



^-yrVbcgtioncil^ 



Courses 



— ^ — 

Intermediate 8 



Schoo 



7 



Four (iv More 
RegularHigh Schools 



—I: 



12 


High 


// 


Schoo 


10 . 
-. i\ 


9 nterfTrediate 


8 


Schoo 5 


7 



6_ 

5 




4 

3_ 
2_ 

I 



Six Grades 



4 



oF 



Elementary Schools 



With the technical high school established in a building with the 
7th and 8th grades of the intermediate school for the children of the 
neighborhood, and with the intermediate schools introduced through- 
out the city, the situation would become that shown in Chart No. 2. 



RECOMMENDATIONS AS TO SCHOOLS 715 

With the exception of the technical school group the children 
would move through three units to complete a full high school course, 
commonly known as the 6-3-3 plan. Pupils would pass through 
grades one to six in the elementary school, pass as indicated by arrow 
(b) to the 7th, 8th and 9th grades of the intermediate school, thence 
as indicated by arrow to the 10th, 11th and 12th grades of the reg- 
ular high schools. Those desiring to take work offered by the techni- 
cal high school would leave the intermediate school at the close of the 
8th grade, passing into the 9th grade of the technical high school as 
indicated by arrow (d). 

Pupils in the neighborhood of the technical high school would, at 
the close of the first six grades, pass into the 7th grade of the inter- 
mediate school in the technical high school building, thus making, 
insofar as housing is concerned, a six and six arrangement, in which 
the first six years would be spent in the elementary school and the last 
six years given to an education which would discover and train the 
aptitudes of pupils for different occupations. 

Should a pupil, after completing the 8th grade in the technical 
high school, wish to attend a regular high school, he would shift to 
the 9th grade of another intermediate school and follow the regular 
path previously described. All these pupils of the city desiring voca- 
tional training such as is offered in the technical high school would, 
beginning with the 9th year, follow the path in this school indicated 
by the arrows. In each main course of this technical high school, the 
first two years lays the larger emphasis on the mechanical side of the 
vocation and the last two years on the technical side as described later 
in the course of study. 

It is quite evident that the plan of school units for Saint Paul, 
recommended and explained by the above charts, rests upon the case 
for an intermediate school for the 7th, 8th and 9th grades and a tech- 
nical high school giving a thorough training for industry and com- 
merce. Two very pertinent questions which the citizens of Saint 
Paul may raise are : 

1. What is the objection to the present system of eight grades 
in regular elementary school buildings and four years in the 
regular high schools where the courses of all are similar and, 
therefore, duplicated in each? 

2. Why not continue this 8-4 plan in the erection of new ele- 
mentary and high school buildings? 



716 REPORT OF SCHOOL SURVEY 

What follows is an attempt to answer these questions: 
When the funds are available, and nothing can be done until the 
money is available, Saint Paul should enter upon a systematic pro- 
gram for the extension of its educational facilities, based not only 
upon its immediate needs but upon its future needs so far as they can 
be forecast. This program should be a progressive one, requiring 
years for its accomplishment. In fact, with its forward look, it can 
never be completely accomplished. In such a program the city of 
Saint Paul should constantly strive for the following working princi- 
ples as ideals : 

1. Proper school accommodations should be accessible to every 
child. 

2. No child under 12 years of age (grades 1 to 6) should be re- 
quired to travel a greater distance than ^ mile to school, 

3. No child under 16 years of age (grades 7 to 9) should be re- 
quired to travel more than ^ mile to school. 

4. High schools of all kind, whether general or special, should be 
made as accessible as possible by being located on or near 
main arterial lines of travel. 

5. All new construction of school buildings or extensions of a 
permanent character should meet the highest present-day 
standards of comfort and safety but the architecture should 
be simple with emphasis upon proportion, lines and color 
rather than upon expensive and extravagant ornamentation, 
towers, etc., the aim being to secure the largest possible re- 
turn in school facilities for the money spent. 

6. Buildings should be located and equipment and facilities pro- 
vided at those points where overcrowding can be best relieved 
and the widest use of the investment of public moneys be 
gained. 

7. Finally in the construction of new buildings the opportuni- 
ties should be seized to introduce into the Saint Paul school 
system, all those tried and approved educational features 
which educational progress has developed. 

Such a program cannot be realized by building extensions on old 
grade school buildings, which erected in an earlier age, are poorly 
constructed, badly heated, lighted and ventilated. The expenditure 
of additional money on them only postpones the day when they must 
be abandoned, as undoubtedly some of them must be at no distant 
time. The policy of building additions to such schools would also 
perpetuate in many instances, unsuitable locations, inadequate play- 



RECOMMENDATIONS AS TO SCHOOLS 717 

grounds, and unsightly and unsanitary surroundings. Such a poHcy 
will not give the flexibility necessary in order to realize either proper 
accommodations for Saint Paul school children, school facilities with- 
in reasonable distance of young children, or the educational advan- 
tages which the twentieth century demands for its youth. 

The program given above cannot be secured by building additions 
to the present high schools to relieve overcrowding. Saint Paul prob- 
ably has enough high schools of a general type giving preparation for 
college. If a new secondary school is to be erected as it should be, a 
technical high school centrally located should afford opportunities for 
more serious and thoroughgoing preparation for commercial, trade 
and technical employments. 

A new technical high school would, of course, draw its pupils 
from two sources. Some pupils now attending high schools would 
probably enroll for vocational training. Undoubtedly many who do 
not now attend the regular high schools would take vocational courses 
in the new institution. With the constantly increasing high school 
enrollment, the new technical high school would relieve only in part 
the present overcrowded conditions constantly growing worse. 

The overcrowded condition of the high schools is due largely to 
the large number of pupils in the freshman year many of whom drop 
out at the close of this year. For reasons which are given in full at 
a later point, the Survey believes that the best method from an educa- 
tional standp'bint to relieve this overcrowding, and by far the most 
economical method, will be to put the 9th year along with the 7th and 
8th grades in the intermediate school as it is developed in the city, 
leaving the plants of the present regular high school eventually with 
the 10th, 11th and 12th grades to accommodate. Experience shows 
that the erection of intermediate schools for the accommodation of 
7th, 8th and 9th year pupils with given facilities would be much 
cheaper than the erection of a new high school for the purpose, both 
in cost of construction and in cost of maintenance. 

Nor would the erection of new buildings, housing grades one to 
eight, be the best method of relieving the present overcrowded condi- 
tions. There are undoubtedly, as shown in another part of this report, 
some elementary schoolhouses in Saint Paul unfit for use. These 
should be replaced by new buildings. Similarly, there are rapidly 
growing sections of Saint Paul, where new elementary schools should 
be provided, but elementary school buildings of the old type for grades 
one to eight, would for many reasons be a serious mistake as a device 
either for relieving overcrowding or improving educational facilities. 
To erect such buildings in overcrowded districts would require a re- 



718 REPORT OF SCHOOL SURVEY 

adjustment of school district lines for most of the children in every 
school building affected, with resulting confusion and dissatisfaction. 
For reasons which need not be given here in detail, the attempt to 
standardize the maximum distances which children should travel to 
school could not be accomplished by this method. This can only be 
done by intermediate schools established in centers in overcrowded 
districts and within reasonable access of children from 13 to 16 years 
of age (grades 7, 8 and 9) which by relieving the o^d elementary 
buildings of this upper grade enrollment would enable them to Accom- 
modate more children under 12 years of age (grades 1 to 6) close to 
their homes. 

Entirely aside from the problem of overcrowding is the pressing 
need of providing in the Saint Paul schools two essential features of 
democratic education. One is opportunities for discovering any spe- 
cial aptitudes which the boys and girls of the city may possess and 
the other, special preparation for wage earning employments. The 
first of these should be afforded to the child of the 7th, 8th and 9th 
grades in order that he may either choose his vocation or his training 
for an occupation somewhat intelligently. The second should be 
afforded to the youth of secondary school age who, instead of going' 
to college, expects to enter some wage earning occupation on leaving 
this school. 

These opportunities cannot be afforded to 7th and 8th grade 
pupils in schools of the present type. The shops and laboratories pro- 
viding elementary experiences in various industrial, household, com- 
mercial and agricultural activities of life cannot be installed in the 
usual type of grade school building now in Saint Paul. Neither tho 
construction nor the space will permit. This is well shown by the fact 
that the present buildings provide facilities, for only an elementary ex- 
perience in handwork in wood as manual training, and cooking as 
home economics. 

Even if conditions permitted the installation of these shops and 
laboratories, the groups of children in the 7th and 8th grades of an 
elementary school would be too small to make the offering of differ- 
entiated courses possible without an enormous per capita cost and an 
expensive equipment which, duplicated in many centers, would every- 
where lie idle most of the time. If this work is to be done, the only 
feasible plan is to gather together a sufficient number of upper grade 
children in intermediate schools to justify differentiation of courses 
and the installation of proper equipment. 

With the present overcrowded condition of the general high 
schools, it would not be possible to offer special vocational instruc- 



RECOMMENDATIONS AS TO SCHOOLS '^19 

tion without the erection of a new high school or additions to the old 
ones. Obviously it would be a great saving to establish one new high 
school in which this vocational instruction was centered rather than 
to erect a new high school of the general type, and after relieving all 
the high schools attempt to offer vocational courses in all five of them. 
Here again, the small groups and the duplication of equipment lying 
idle much of the time would make this latter plan impossible from a 
financial standpoint. This would be equally true if extensions were 
built to all the old high schools to relieve overcrowding and to pro- 
vide vocational instruction. 

Furthermore, the Survey believes that this vocational instruction 
should be given in a separate high school which might well be called 
the technical high school to distinguish it in purpose from the regular 
high schools of the city. Here should be gathered the youth of the 
city who want to make every day of their secondary school career 
count as preparation for successful employment. While general edu- 
cation of the very best kind would be given, the atmosphere of the 
school would be that of business and industry. Laboratories and 
shops both inside and outside of the building would give practical 
experience while the work of the classrooms in such subjects as math- 
ematics, drawing, science, and economics would be taught in their 
application to the vocations represented by the pupils. This cannot 
be accomplished by introducing a so-called vocational course in a 
regular high school among nine other courses, all of which are college 
preparatory. Nor can vocational instruction be given successfully as 
a side issue taught by academic teachers chosen for their fitness to 
prepare boys and girl for college entrance. The separate organization 
of courses, pupils and teachers necessary to any successful vocational 
training can best be accomplished in Saint Paul by the establishment 
of the technical high school. 



PART n. 

The Intermediate School. 

In the preceding section of this chapter the advantages of the in- 
termediate school as a device for relieving in an economical and elas- 
tic way the overcrowding conditions of the elementary and high 
schools of St. Paul were pointed out. It remains to describe here the 
educational advantages of such a plan. 



720 REPORT OF SCHOOL SURVEY 

It is probably advisable to make clear at the outset that the inter- 
mediate school is not an unsupported, untried scheme, and in no sense 
is it an innovation in education. Cities almost too numerous to list 
have found it to be the best device not only for relieving congestion 
in the elementary and high schools, but for bridging the gap between 
them and for widening and enriching the course of study. Cities 
almost too numerous to list are using it. A partial list of such cities 
includes Boston, Buffalo, Cincinnati, Cleveland, Decatur, Des Moines, 
Detroit, Evansville, Gary, Grand Rapids, Indianapolis, Kansas City, 
Louisville, Los Angeles, Milwaukee, Minneapolis, Newton, New York, 
Philadelphia, Richmond, Seattle, Springfield. 

The general plan for the intermediate school in most common use 
is a school in a separate building for seventh, eighth and ninth grade 
pupils. Sometimes this school is found in the same building with the 
elementary grades and sometimes with the regular high school but not 
often. The school day is from 6 to 7 hours long exclusive of the lunch 
period. Usually all the pupils both boys and girls take the same in- 
struction in all such subjects as English, geography, history, arithme- 
tic, general science, physical training and music. 

In the best of these intermediate schools, pupils are also given a 
chance to spend about one-third of their time in getting short experi- 
ences in different practical subjects from the household, agricultural, 
commercial and industrial arts. These are usually called "try out" 
courses because through them the pupil "tries out" his interest and 
his aptitude for different kinds of the. world's work, so that he may 
make an intelligent choice of the vocation for which he desires prep- 
aration. The time given to a practical subject such as electricity or 
sheet metal in the industrial arts group of subjects for example varies 
in different schools according to the number of subjects, the amount 
of sampling the pupil is to do. The tendency now is to give from 10 
to 13 weeks to each. 

Usually these "try out" courses are given in the seventh and 
eighth years. In the ninth year the pupil who desires to do so is per- 
mitted to spend the entire time for practical instruction on some one 
subject. For example, a ninth year boy might give one-third of his 
time to electricity; while a ninth year girl might use this time for 
cooking or for sewing. 

The work is so dovetailed with that of the regular high school 
that any of the pupils passing from the intermediate school at the 
close of the ninth year find courses there for which their work in the 
intermediate school give full and direct preparation. 

The advantages of the intermediate school from an educational 



RECOMMENDATIONS AS TO SCHOOLS "^^l 

and social viewpoint are even more important than those already 
urged on the ground of economy. 

Originally intermediate schools were established for the purpose 
of bridging the gap between the elementary school and the high 
school Taking the country over, only about one out of four of the 
pupils entering the first grade ever enter the high school at all and 
much less than half of the common school graduates do so. The fact 
that the closing year (the 8th grade) of the elementary school and the 
opening year (the 9th grade) of the high school are held in different 
buildings with entirely different teachers, equipment and courses of 
study help to emphasize the gap. It makes the close of the eighth 
grade a "jumping off place." Timid pupils shrink from starting over 
again in a strange b.uilding with strange teachers whom they have 
never seen and courses in subjects entirely different from any they 
have ever had. 

The intermediate schools make the transition or step across this 
gap easy and almost unconscious because the pupil takes the ninth 
year's work (the first year of the high school) in the same building, 
in the same classes, with the same group of teachers he has known in 
the elementary school. The idea has been brought before his mind 
not to leave at the close of the eighth year but to "stick it out" through 
the ninth year to get an intermediate school diploma and to try out 
the first year of the high school (the ninth grade) in this way. The 
total effort of the new school has Been to shove the gap forward one 
year and to bring the pupil to it older and better able to cross it. 

The intermediate school has increased the high school enrollment 
by inducing more boys and girls to take the ninth grade or first year 
of the high school in the intermediate school ; since boys and girls 
enter the high school knowing better what they want, more interested 
in the subjects taught there, older and, therefore, better able to bridge 
the ninth to tenth year gap where it still exists. This is the universal 
experience where the plan has been tried. 

The intermediate sc4iool makes for a more intelligent and helpful 
treatment of each individual pupil's interests, needs and pecularities — 
something beyond price in the treatment of the preadolescent boy and 
girl. About one out of every two pupils who have entered the reg- 
ular four year high school in the past, drops out during, or at the 
close, of the freshman year. There have been a number of reasons for 
this, one of the largest of which has been the failure of pupils to get 
started right in the new school. They have not understood the high 
school teacher nor have the high school teachers always understood 
them, much as each group wanted to understand and be understood 
by the other. 



722 REPORT OF SCHOOL SURVEY 

Pupils of the ninth grade should be grouped with those of the sev- 
enth and eighth, because a large number of them are changing from 
pre-adolescent to adolescent during that year. If the intermediate 
school includes three years, then nearly all of the pupils will have 
made this change during the intermediate school period. Conse- 
quently, all the pupils in the high school may be treated on the adol- 
escent rather than the pre-adolescent basis. 

The intermediate school will help the backward pupil because the 
teaching will be done by what is known as the departmental plan. 
Under this plan pupils receive instruction from teachers who have 
specially fitted themselves for teaching certain subjects, instead of 
studying all day with one teacher. They can be advanced by sub- 
jects rather than by years wherever necessary. This gives freedom 
and flexibility in dealing with special cases. Backward or retarded 
pupils can be assigned to work which will be most interesting and 
profitable to them, — a thing not possible under the old plan of uniform 
rooms, teachers and promotions. 

If it be assumed that there is need for a wider variety of subjects 
and a differentiation of courses for the seventh, eighth and ninth years, 
then the intermediate school becomes not only the administrative but 
from an economic standpoint the best device to meet the situation. 
To provide a wide variety of activities for all the elementary schools 
of the city, would require an im4nense outlay of equipment, particu- 
larly for teaching the agricultural, commercial, household and indus- 
trial arts. Not only would there be unnecessary duplication of equip- 
ment, but this equipment would be idle a great portion of the time, 
because of the small number of pupils of these grades in each ele- 
mentary school. Furthermore, economy in the matter of teachers re- 
quires the centralization of the work so that larger groups and more 
groups are brought together for instruction. 

The knowledge of elementary science work taught in connection 
with the use of scientific knowledge of an elementary kind in the dif- 
ferent mechanical arts offered in the intermediate school helps to 
quicken the interest in and to give the pupil a background for the 
science work of the high school. The breaking up of the old tradi- 
tional college preparatory course in the high school into a number of 
courses such as the college preparatory course, the general course, the 
commercial course, the household arts course and the technical course 
now offers pupils a choice of a wide variety of subjects in the high 
school. The intermediate school oft'ers pupils a chance to sample 
these lines to find which ones they like best and, therefore, creates an 
interest in their further pursuit in the senior high school. 



RECOMMENDATIONS AS TO SCHOOI^? 723 

The argument for the intermediate school spanning the seventh, 
eighth and ninth years has unusual force in those states like Minne- 
sota where the age of compulsory education has been raised to 16. 
As has already been pointed out, Minnesota children must remain in 
school until sixteen unless they complete the eighth grade before that 
age. This has practically resulted in the retention in school of all 
children until they reach 16. Industry, conforming to the conditions 
of the law, has practically excluded children under sixteen. Conse- 
quently there is no employment open under this age. A few grad- 
uates of the eighth grade, under sixteen, do secure working permits 
but they are so few as not to be worthy of serious consideration in 
this statement. 

With practically all children remaining in school until they reach 
sixteen, Saint Paul faces the problem of how she may use this addi- 
tional time to the largest advantage of both the youth, and the state 
in which he is to be a worker and a citizen. When the state requires 
a child to forego wage earning for two 3^ears beyond the fourteen year 
period at which most states would permit him to go to work, then it 
becomes the duty of the state to provide him in these two years with 
the kind of education in which he is interested and from which he can 
get the best preparation for what he is to do in life. 

The intermediate school meets this situation for these reasons : 
It provides in a longer school day, more extensive equipment, wider 
variety of subjects, and more dififerentiated courses through which the 
youth who formerly dropped out of school at fourteen may find the 
things that interest him, may discover his aptitudes and may, if he so 
desires, get some elementary but direct training as a wage earning 
asset. These opportunities are not found in the seventh, eighth and 
ninth years of the present scheme, because the seventh and eighth 
years with their uniform course and limited equipment have as, their 
large aim, preparation for high school, while the ninth grade or fresh- 
man year of the high school ofifers subjects which, while excellent and 
well taught, are of themselves incomplete and preparatory to the sub- 
jects of the following years. 

The intermediate school does not interfere with promotion to the 
high school. Any pupil who finishes the eighth year in any of the 
courses offered in the intermediate school can enter, without any con- 
ditions whatever, the high school as a full freshman and graduate in 
four years. Any pupil who finishes the ninth year in any of the 
courses in the intermediate school will be able to enter without any 
conditions whatever, the high school as a sophomore and graduate in 
three years. Furthermore, those who go from the ninth year of the 



724 REPORT OF SCHOOL SURVEY 

intermediate school course in industrial arts into the tenth or sopho- 
more year of the technical high school herein proposed, can enter a 
technical course which, while fitting its graduates for definite posi- 
tions can send them to the engineering college of the university, not 
only without any conditions but probably with advanced credit. 

The intermediate school will not increase the school budget. On 
the whole, its cost will affect the total cost of the school system very 
little. The cost will be a little more for the seventh and eighth years 
and very much less for the ninth year than for the freshman year of 
the present high school. The dift'erence is due largely to the fact that 
the salary schedule for the high school is so much higher than for that 
of the intermediate school. 



The Course of Study. 

The course of study outlined below is for an intermediate school 
giving six hours each day to class room instruction and supervised 
study. The numbers opposite each subject in the course state the 
hours given each week for both the teaching and the study of the sub- 
ject under supervision. It will be noticed that the same work is re- 
quired for 4 hours per day from each pupil. These required subjects 
are listed first for each year. The remaining two hours each day are 
given to electives. These electives are either practical courses in the 
practical arts or different general subjects. 



Seventh Grade. 

a. Required work. 

Pfours per week for 
instruction and su- 
pervised study 

Reading, Written and Spoken English 5 

Geography and History 5 

Arithmetic, Physiology and Hygiene 5 

Assembly, Music, Physical Training 5 



RECOMMENDATIONS AS TO SCHOOLS 

b. Electives. 

Plan 1. 

10 weeks practical courses in different subjects 
in the industrial, household, commercial and 
agricultural arts, including drawing and design 



725 



10 



or 



Plan 2. 

The study for 10 hours per week of subjects taken 
from the following list: 

English (Composition and Literature) 

(In addition to the required English above) 
A modern language (French, German or 

Spanish) 

Subjects from the industrial, household, 

commercial or agricultural arts 

Note : Girls will choose garment mak- 
ing (Course I) and housekeep- 
ing. 
Drawing and design 



2 or 4 

4 
4 

4 or 2 



Eighth Grade. 

a. Required work. 

Hours per week for 
instruction and su- 
pervised study 

Reading, Written and Spoken English 5 

History and Civics 5 

Mathematics (including applied geometry and 

the simple equation) Physiology and Hygiene 5 

Assembly, music, physical training 5 



726 REPORT OF SCHOOL SURVEY 

b. Electives. 

Plan 1. 

10 weeks practical courses in different subjects in 
the industrial, household, commercial and agri- 
cultural arts, including drawing and design. ... 10 

or 

Plan 2. 

The study for 10 lessons per week of subjects 
taken from the following list: 

English (Composition and Literature) 3 or 4 

(In addition to the required English above) 
A modern language (French, German or 

Spanish) 4 

Subjects from the industrial, household, 

commercial or agricultural arts 4 

Note : Girls will choose garment mak- 
ing (Course II and Home Man- 
agement). 
Drawing and Design 4 or 3 

Ninth Grade. 

a. Required work. 

Composition and Literature 5 

Mathematics of ancient history or industrial and 

commercial history 5 

General science or general biology 7 

Assembly, music or physical training 5 

b. Electives. 

The study for 5 hours per week of academic sub- 
jects or for 8 hours per week of shop or labora- 
tory subjects taken from the following list: 
English (in addition to the required En- 
glish) 5 



RECOINIMENDATIONS AS TO SCHOOLS 727 

Modern language (French, German or 

Spanish ) 5 

Mathematics ) 

) 

Ancient History ) 5 

or ) 
Industrial and com-) 
mercial History ) 
Industrial, household, commercial or agri- 
cultural arts 4 or 8 

Drawing and design 4 

No attempt has been made in this Report to outline in detail the 
mechanic arts courses for boys in the intermediate school. There is 
abundant material already in print to which the school authorities can 
readily refer. Inasmuch, however, as this is not true in the case of 
practical arts courses for girls, suggestive outlines on these arts for 
both intermediate and secondary schools are given in Part I of Chap- 
ter VI on Vocational and'Pre-vocational Training for Girls and Young 
Women. 



PART HI. 

Technical High School. 

It has repeatedly been pointed out in this report that there is a 
need in the Saint Paul public school system for the following types of 
vocational training — 

1. Vocational courses preparing boys for wage earning in pro- 
ductive employments. 

2. Vocational courses preparing young girls for wage earning in 
, productive employments. 

3. Vocational courses preparing boys and girls in a more inten- 
sive way for commercial occupations. 

4. Vocational courses preparing young people for the large field 
of employment in salesmanship. 

5. Technical courses preparing the youth for future leadership 
in business and industry. 

6. Part-time and dull season courses preparing young people 
already employed for more effective service, better wage, and 

promotion in productive employments. 



728 EEPORT OF SCHOOL SUEVEfY 

7. Evening trade extension courses, extending the knowledge 
and skill of persons engaged in commercial and productive 
employments. 

Any consideration of the new courses enumerated above shows 
the necessity of a new school or schools different from any now in ex- 
istence in Saint Paul. It seems obvious that they cannot be given 
successfully in the present high schools, excellent as they are in many 
respects. As has already been shown, these high schools are already 
overcrowded. To offer these courses in all four of the present high 
schools would require the building of extensions, the duplication of 
equipment and the teaching of small groups, with resulting large in- 
crease of costs in each school. To put them in one of the present high 
schools would require the building of new high schools at once to 
accommodate the pupils wishing college preparatory courses who 
would be displaced by the change of their present school into a tech- 
nical institution. 

All experience proves that the best way to get a new type of 
training done, particularly one so complicated and difficult as voca- 
tional education, is to establish it under conditions where it will have 
the initiative, the freedom, the adaptability and flexibility, and what 
is more important — the point of view unhampered by tradition, cus- 
tom and rules and regulations which, while adapted to forms of edu- 
cation already established, are likely to defeat the success of the new 
venture. 

For example, part-time and dull season courses require close con- 
tact and co-operation with industry, irregular time schedules, special 
adaptations of subject and method and correlation of shop and class 
work foreign to the established courses of the regular high school. 
Vocational and technical courses require a longer school day, a more 
varied and extensive equipment, new lines of work, different subjects 
and methods, a closer inter-relation of subjects, more careful selec- 
tion of pupils, the establishment of definite understandings with th2 
vocations, the use of advisory committees, placement and follow-up 
work of graduates, and the measuring and promotion of pupils on a 
different basis from that to which the regular high schools have long 
been accustomed. 

This is in no sense an indictment of the regular high schools, but 
it shows, however, that to turn over the task of vocational training to 
them under present conditions would be to lower their efficiency in 
giving their present courses, without accomplishing the new task as it 
should be done. 



RECOMMENDATIONS AS TO SCHOOLS ^29 

The passage of the Smith-Hughes Act for the salaries of teachers 
of trade, home economics and industrial subjects in approved schools 
and departments makes it necessary for Saint Paul to plan now, if it 
wishes the benefit of this federal money so as to insure vocational 
training under conditions which will receive the approval by the State 
Board of Education which is to administer the federal money. From 
a financial standpoint this is quite important because an equal amount 
of state money will be given to the school receiving the federal grant. 
Approved schools and departments will receive from each of these 
two sources one-half the salaries of teachers of trade, home econo- 
mics and industrial subjects, or in other words, all of the salaries of 
such teachers. 

Subject to further standards not yet established by the National 
Board of Control and the Minnesota State Board of Education, the 
Smith-Hughes Act sets up certain requirements on schools as a con- 
dition for federal aid, which in themselves show the necessity for a 
separation of the work. The plant and equipment must be approved, 
the teachers must meet certain minimum qualifications as to practical 
experience and training, the courses must be open to those over 14 
years of age who can profit by the instruction offered ; one-half the 
time for instruction must be given to practical instruction on a useful 
or productive basis ; at least thirty hours of instruction per week must 
be required ; one-third of the money allotted to the state must be spent 
for the instruction of young people under 18 already employed. This 
money may be spent for general continuation schools extending the 
general training of such students. Finally, the controlling purpose of 
this instruction shall be to fit for useful employment. 

While it might be possible in small communities with a simple 
industrial situation to organize this work as a part of the regular high 
school under a separate organization of courses, pupils and teachers 
so as to qualify for state and national aid, it is impossible, in the opin- 
ion of the survey, to do this in a city with the school conditions, the 
large population and complex industrial situation of St. Paul. 

Many of the larger cities of the country have established one or 
more separate schools to meet a similar situation. For example, some 
cities have a public industrial school for boys, some a similar school 
for girls, some a commercial high school, and some a public high 
school of practical arts and some a public technical high school for 
boys. Undoubtedly, this is a very sure way to accomplish the pur- 
pose of each of these schools as the experience of these cities well 
shows. The survey believes, however, that under the financial con- 
ditions existing in St. Paul it would be inadvisable and impossible to 



730 REPORT OF SCHOOL SURVEY 

erect a separate school for each type of vocational education. It 
would involve an outlay of money for different sites and plants, a 
duplication of gymnasium, auditorium, classroom, equipment and 
additional administrative costs not to be considered in the present 
situation. 

A far more economical plan would be to erect one building to be 
known as the Technical High School. This building should prefer- 
ably be so constructed as to mass at a central point facilities for use 
by all the different departments or schools of vocational education 
housed in the building such as auditorium, gymnasium, classrooms, 
shower baths, etc. From this central portion wings might radiate 
each of which could be used for the special work of each one of the 
departments making up the technical high school. One of these 
wings could be used for the shops and classrooms of the boys' indus- 
trial and technical courses in the mechanic arts ; one for the girls' 
courses in the household and industrial arts : one for the commercial 
and salesmanship courses. Should an intermediate school be estab- 
lished in this building as is recommended elsewhere, a wing may be 
devoted to this intermediate school. 

As has been previously suggested, this technical high school 
should be centrally located within easy access of the business district 
of the city in order that close co-operation may be established between 
school and employment. Too many school houses of the regular type 
are built on some one theory of the proper arrangement of halls, 
rooms, shops and laboratories. Division and supporting walls are 
built so that it is practically impossible to ever make any re-arrange- 
ment of space. Large as is the need for flexibility in a regular school, 
there is an even greater need of flexibility in the building of this tech- 
nical high school. The vocational and technical courses of this school 
must constantly adapt themselves to the rapidly changing conditions 
of industry and commerce. Occupations change in importance and 
in methods. Sometimes they practically disappear and others take 
their place. The numbers to be accommodated in shops will shift and 
vary. No one can foretell today what will be proper arrangement of 
floor space in this technical high school ten years hence. Therefore 
the building should be built with a steel or reinforced concrete skele- 
ton construction with as few permanent interior walls as possible, and 
divisions of space should be made with partitions readily movable 
from place to place. 

The entire school should be under the supervision of a principal 
or headmaster, and each of the departments or schools should have a 
department chief or head. In this way all the benefits of the separa- 



RECOMMENDATIONS AS TO SCHOOLS 731 

tion of these forms of vocational education into separate buildings 
gained by other cities would be realized in St. Paul at a minimum 
cost for plant, equipment and maintenance. 

The public schools will need the advice and counsel of persons 
experienced in the various occupations for which training is given. 
To this end an advisory committee of employers and employees in 
each occupation taught in the school should be appointed by the 
school authorities. These committees should meet with the assistant 
superintendent for vocational education, the principal of the technical 
high school, the department head and teachers concerned and give 
advice and suggestion concerning the work. 

There should be three departments in this technical high school, 
as follows: 

1. The boys' industrial and technical department. 

2. The girls' industrial and household arts department. 

3. The commercial department. 

In the efifort to reach both those preparing for a vocation and 
those already employed in it, each of these departments should con- 
duct three different kinds of classes : 

1. All day classes for those preparing to enter an occupation. 

2. Part-time classes taught during the working hours of young 
workers in industrial or commercial occupations. 

3. Evening classes extending the knowledge and skill of em- 
ployed adults. 

Recommendations with regard to evening school courses will be 
found in Chapter 4 and the Part I Appendix. While it may be neces- 
sary to open evening classes in other high school buildings, this work 
should so far as possible be centered in the technical high school be- 
cause of its central location and special equipment. 

Part-time classes for the employed youth will be a matter of slow 
development in St. Paul, as elsewhere, at least until their training is 
required by law. For the great mass of wage earners, such classes 
constitute a device for training so valuable as to justify every possible 
effort on the part of the school authorities to secure their establish- 
ment. We believe that the course of study in these part-time classes 
should be given in short units such as are suggested in the outlines for 
salesmanship and evening trade extension classes. 

As has been stated previously, each course in the technical high 
school has been developed for the four years. In the first two years 
the emphasis in the practical work is laid on the shop or mechanical 



732 REPORT OF SCHOOL SURVEY 

side, though class room subjects like English and mathematics are 
not neglected. The purpose of this is a twofold one. Pupils who 
drop out of school for any reason at the end of the first or second 
years will carry with them the ability to enter an occupation with an 
asset of skill by which to earn wages. At the same time by doing 
most of their shop work in the first two years, those who remain for 
the four years gain a practical experience in shop work during these 
two years which furnishes the basis for the scientific and technical 
training on which the emphasis is laid in the last two years. This is 
following the methods of the best semi-technical schools of Europe and 
the pedagogical principle that practice should precede theory. 

This plan is followed in all the courses proposed below with the 
exception of the two years' course in salesmanship, which begins with 
the 11th grade and is built upon two years of secondary school train- 
ing in either a technical or general high school. The following out- 
line illustrates the relationship of these practical and technical courses 
in the four-year scheme : 

I. 

Industrial Arts for Boys. 

§ 1. 

Two-year vocational course (preparing for wage earning.) (The 
figures denote the periods each week devoted to the subject.) 

1st Year — 

Mathematics 5 

Drawing 5 

English 5 

Industrial Geography 2 

Assembly study and gymnasium 3 

Shop in one of the following : 80 



40 
Automobile repair and construction. 
Bricklaying. 
Carpentry. 
Electrical work. 
Machine shop. 
Plumbing. 
Printing, composition and presswork. 



RECOMMENDATIONS AS TO SCHOOLS 733 

2nd Year — 

Mathematics • 5 

English 5 

Drawing 5 

Industrial history and civics 2 

Assembly study and gymnasium 3 

Shop 20 



40 

Two-year technical course (preparing for leadership). 

3rd Year — 

Mathematics 5 

English 5 

Industrial history, 1 term 2 

Industrial geography, 1 term 2 

Economics 3 

Industrial physics 10 

Drawing or shop 10 

Assembly study and gymnasium 5 

4th Year- 
Mathematics 5 

Industrial chemistry 10 

Power and materials, laboratory 10 

Simple accounting, business methods and penmanship 5 

Shop or drawing, with study of methods and organization. . . 5-10 

Assembly 0-5 

II. 

Industrial Arts for Girls. 

(For the discussion of these courses see Chapter 6.) 

§1- 
Courses in Dressmaking. 

a. Two-year course for Dressmaker's Assistant (Vocational 
course). 

First Year : Periods 

First Semester — Per Week 

English 5 

Drawing and Design fi 



"^34 REPORT OF SCHOOL SURVEY 

Business Arithmetic 5 

Garment Making -. 15 

Physical Training 2 

Social Customs 1 

Assembly Study and Gymnasium G 

Second Semester — 

English 5 

Design and Art Needlework 6 

Textiles G 

Elementary Dressmaking 15 

Physical Training 3 

Social Customs 1 

Assembly and Study 5 

Second Year: Periods 

First Semester — Per Week 

English .- 5 

Physiology and Hygiene, Home Nursing 5 

Textiles 4 

Dress Design and Art Needlework G 

Dressmaking 15 

■ Physical training 2 

Assembly and Study !3 

« 

Second Semester — 

English 5 

Civics 3 

Bookkeeping and Budget-Making 5 

Dress Design 6 

Dressmaking 15 

Physical Training 2 

Assembly and Study . 4 

b. Two-Year Course for Seamstress and Dressmaker (Technical 
Course). 

Third Year: Periods 

First Semester — Per Week 

English 5 

Mechanical Drawing, House Planning and House 

Furnishing 10 



KKCO.MMEXDATIONS AS TO SCHOOLS '^'35 

Industrial History 5 

Cutting, Draping', Finishing 10-15 

Physical Training 3 

Assembly and Study 8-3 

Second Semester — 

English 5 

Costume Design 10 

Industrial History 5 

Tailoring 10-15 

Physical Training 2 

Assembly and Study 8-3 

Fotirth Year : 

First Semester — 

English 5 

Shopping and Salesmanship 5 

Millinery 10-15 

Elective: History, Social Science or Economics. 5 

Physical Training 2 

Assembly and Study 8-3 

Second Semester — 

English 5 

Elective: History, Social Science or Economics. 5 

Physical Training 2 

Experience in a Commercial Shop 24 

Assembly and Study 4 

Courses in Catering and Cafeteria Management. 

§^. 

a. Two-Year Course in Catering and Cafeteria Management 
(Vocational Course).. 

First Y'ear : Periods 

First Semester — Per Week 

English 5 

Biology 7 

Foods, and Cookery 10 

Drawing and Design 10 



736 



REPORT OF SCHOOL SURVEY 



Physical Training 

Social Customs 

Assembly and Study 

Second Semester — 

English 

Physiology and Hygiene 

Foods and Cookery, and Serving; Cooking for 

Lunch Room 

Business Arithmetic 

Physical Training" 

Social Customs 

Assembly and Study 

Second Year: 

First Semester — 

English 

General Science 

• Sanitation, Public Health, and Home Nursing. . . . 
Work in Commercial Kitchens (vSchool lunch 
room), including housekeeping, cooking, serv- 
ing, accounting 

Physical Training 

Assembly and Study 

Second Semester — 

English 

Civics 

General Science 

Bookkeeping and Budget-Making 

Work in Commercial Kitchens (School lunch 
room), including housekeeping, cooking, serv- 
ing, accounting 

Physical Training 

Assembly and Study 



5 

5 

10-15 

5 

2 

1 

8-3 



15 
2 
6 



15 
'Z 
6 



b. Two-Year Technical Course (Preparing for Management). 



Third Year: 

First Semester- 
English . . 
Chemistry 



Periods 
Per Week 
5 
7 



RECOMMENDATIONS AS TO SCHOOLS 



737 



Industrial History -^ 

Clothing Design, House Planning and Furnishing 10-15 

Physical Training 2 

Assembly and Study 11-6 

Second Semester — 

English 5 

Chemistry 7 

Industrial History 5 

Equipment for Hotel, Cafeteria, etc 10-15 

Physical Training 3 

Assembly and Study 11-fi 

Fourth Year: Periods 

First Semester— Per Week 

English ^ 

Elementary Dietetics and Home Management. . . . 10-15 

Elective: History, Social Science or Economics. 5 

Elective 5 

Physical Training • 3 

Assembly and Study 13-8 

Second Semester — 

English > 

Marketing, Management of Commercial Food 

Service Enterprises 15-20 

Elective: History, Social Science or Economics. 5 

Elective ^ 

Physical Training 2 

Assembly and Study 8-3 

§3. 

Courses for Practical Nurses. 

a. Course for Junior Nurses. (Vocational Course.) 



Ninth Year: Periods 

First Semester— Per Week 

English 5 

Biology ^ 

Drawing and Design -1-5 



738 EEPORT OF SCHOOL SURVEY 

Garment-Making (Children's Clothing) 10-15 

Child Study (Age 2-6 Years) 2 

Physical Training and Games 2 

Social Customs 1 

Assembly and Study 4r-2 

Second Semester — 

English, including literature for children 5 

Physiology and Hygiene 5 

Design, including handwork for children 6-8 

Practice Work in Day-Nursery, Kindergarten, 

Welfare Clinic, etc 1-2 half days 

Child Study (Age 2-6 Years) 2 

Physical Training and Games 2 

Social Customs 1 

Assembly and Study 10-7 

Tenth Year: 

First Semester — 

English, including story-telling 5 

Civics ^ 

Foods and Cookery 10-15 

Child Study (Infants) 2 

Practical Nursing", including infant feeding 5 

Physical Training and Games 2 

Assembly and Study 11-6 

Second Semester — 

English, including reading aloud 5 

Sanitation and Public Health 3 

Practical Work 2 half days 

Household Management 10 

Child Study (Infants) 3 

Practical Nursing 5 

Physical Training and Games 2 

Assembly and Study 5 

Practice as junior nurse, 2 months in summer. 

b. Course for Attendant Nurses (Technical Course). 

Third Year : Periods 

First Semester — Per Week 

English !> 

Chemistry 7 



RECOMMENDATIONS AS TO SCHOOLS 739 

Industrial History 5 

Textiles and Elementary Dressmaking 6 

Attendant Nurse Work 8 

Assembly and Study 9 

Second Semester — 

English 5 

Chemistry (applied to the household) 7 

Industrial History 5 

"Textiles and Elementary Dressmaking 6 

Attendant Nurse Work 8 

Assembly and Study 9 

Fourth Year: 

First Semester — 

English 5 

Elementary Dietetics and Home Management. ... 10 

Electives: History, Social Science, or Economics 5 

Elective 3-5 

Attendant Nurse Work 4-8 

Assembly and Study 11-9 

Second Semester — 

English 5 

Materia Medica 3 

Electives : History, Social Science, or Economics 5 

Elective 5-3 

Attendant Nurse Work 4r-S 

Assembly and Study 14—12 

Three months' employment under supervision. 

§4. 

Technical High School, 

Course for Power Machine Operator. 

Ninth Year: Periods 

First Semester — Per Week 

English 5 

General Science 7 

Drawing and Design 10 



740 REPORT OF SCHOOL SURVEY 

Garment-Making 10 

Physical Training" i 2 

Social Customs 1 

Second Semester — 

English 5 

General Science , 7 

Arithmetic 5 

Elementary Dressmaking . 10 

Physical Training 2 

Social Customs , 1 

Tenth Year: 

First Semester — 

English 5 

Physiology, Hygiene, Home Nursing 5 

Textiles 5 

Power Machine Operating 15 

Physical Training 2 

Second Semester — 

English 5 

Civics 5 

Bookkeeping and Budget-Making 5 

Power Machine Operating 15 

Physical Training 2 

§ 5. 
c. Salesmanship. 

This course begins with the 11th grade or third year of the tech- 
nical high school and is open to persons who have completed two 
years of a high school course. The course follows. A detailed dis- 
cussion of this course of study will be found in Chapter 6 of Part H 
under "Training for Salesmanship." 

Periods 
3rd Year— Per Week 

Principles of Salesmanship 5 

English 5 

Science, 1 term ) 

Commercial Geography, 1 term) 5 



KKCOMMHXDATIONS A« TO SCHOOLS T41 

Arithmetic and Accounting o 

Art and Design S 

Physical Training 3 

Assemly and Study t 

Laboratory practice in stores S 

4th Year — 

Salesmanship 5 

English 5 

Textiles and other merchandise 5 

Industrial History, 1 term) 

Economics, 1 term ) 5 

Art and Design 5 

Physical Training 3 

Assembly and Study 4 

One day's laboratory work in stores 8 

III. 
Courses for Boys and Girls. 

Commercial Arts, 
a. Office Work. 

Two-year Vocational Course (preparing for wage earning). 

Periods 
1st Year— Per Week 

Penmanship and elementary office training 5 

Spelling and Composition 5 

Typewriting 5 

Arithmetic and rapid calculation 5 

Modern Language) 

or ) 5 

Drawing ) 

Physical Training 3 

Assembly and Study 13 

2nd Year- 
English Composition and Literature "> 

Bookkeeping and Simple Accounting 5 



742 REPORT OF SCHOOL SURVEY 

Shorthand 10 

Typewriting 5 

Modern Language) 

or ) 5 

Drawing ) 

Physical Training 2 

Assembly and Study 8 

Two-year Technical Course (preparing for leadership). 

3rd Year- 
English Literature and Composition 5 

Principles of Salesmanship 5 

Shorthand and Typewriting 5 

Commercial Geography and Transportation 5 

Commercial Correspondence 5 

Modern Language 

or 
Science ) 5 

or 
Household Arts 

Physical Training 3 

Assembly and Study 8 

4th Year- 
English 5 

Advertising 5 

Business Law 3 

Economics and Civics , 3 

Modern Language' 

or 
Household Arts 

or 
Cost Accounting 

Modern Ofifice Systems and Appliances 5 

Commercial Algebra, Short Cuts, Logarithms, the Slide) 
Rule, etc. ) 

or ) 

Bookkeeping ) .5 

or ) 

Stenography and Typewriting ) 

Physical Training 2 

Assembly and Study 7 



RECOMMENDATIONS AS TO EVENING SCHOOLS "^43 

PART IV. 
Recommendations as to Evening Schools. 

It is the opinion of the Survey that the city of Saint Paul should 
carry on through its public schools not only much of the evening" 
school instruction which is now being g'iven by other agencies but 
should organize and develop evening classes for groups of persons and 
in occupations for which, at the present time, no opportunities arc 
given. The reasons for this belief are numerous. 

Education in America is generall}^ accepted as a public function. 
Originally applied to public day schools giving training to children 
before they go to work, the principle has been accepted by practically 
every American city of the same class as Saint Paul for evening 
schools giving after instruction to those who have left the schools as 
wage earners, and return to evening classes to finish their schooling. 
We long have been accustomed to the expenditure of public funds for 
the high school, college, and professional training of those fitting 
themselves for business and professional careers. Every argument 
whether of expediency or of justice, which is used to support this 
firmly established policy applies with added force when used to sup- 
port the proposal that public funds be expended for evening classes 
continuing the general or trade education of those who have had to 
leave school to go to work at an early age. 

We have been so anxious to secure for each citizen a minimum of 
education for the welfare of both the country and himself that school 
attendance has been made compulsory for all and the age at which 
children may leave school has been constantly rising. We may or 
may not require the adult, whether native or foreign born, who is de- 
ficient in his preparation for life, to attend an evening school, but to 
be consistent we must at least provide the opportunity under public 
auspices for the adult to secure this minimum of training not only in 
English for the foreign born, but in other subjects that will promote 
civic and wage earning efificiency. 

The cost of high school instruction is almost double that for ele- 
metary schools. To offer a wage worker an opportunity through 
evening academic or vocational classes of either elementary or sec- 
ondary grade to improve his education and his wage is only to return 
to him in later years a very small part of what the city saved in money 
by his foregoing the high school course. 



'^44 REPORT OF SCHOOL SURVEY 

The most valuable asset of any city is the intelligence and talent 
of its people, its human resources. Training is necessary to discover 
and develop these. The money which a city spends in education 
whether of its children or of its wage workers is an investment in bet- 
ter citizenship, better workmanship, and larger prosperity, whose 
dividends not long deferred are certain and sure. 

It seems obvious that from a study of the Saint Paul situation 
that the public schools already possess the best adapted plan and 
equipment in the city for evening school instruction and that these 
facilities, accessible as they are to every district of the city with its 
remarkable geographical area could not be duplicated or rivaled by 
any other agency without a very large endowment such as does not 
now exist. This is but saying in other words that at the present time 
at least any considerable system of school instruction for Saint Paul 
must be carried on in its public school buildings, the cost of whose 
operation, including light, heat, janitor service and supervision is 
borne out of the public school funds. 

A federal act has just been passed granting to the states federal 
moneys to stimulate them in giving vocational instruction. This 
appropriation which will begin with a modest amount and rise to a 
total of $7,000,000 within ten years will allot to Minnesota annually 
a fund, part of which will go to the city of Saint Paul. But this fed- 
eral act clearly provides that this federal money can be spent only for 
vocational instruction in schools, departments and classes supported 
and controlled by the public. The national subsidy is to be used to 
pay one-half the salaries of teachers of vocational subjects, the other 
half being met by the state or local community or both. The Minne- 
sota Legislature of 1917 has appropriated moneys with which to pay 
the other half of the salaries of teachers of vocational subjects, but as 
in the federal bill, only where the training is given by the public 
schools. If Saint Paul desires to receive its share of these moneys 
for evening school instruction in vocational subjects, it must teach 
them under public school auspices. 

Perhaps the point which needs to be carefully guarded in taking 
over or establishing new evening school classes is that of the evening 
school fee. As a matter of principle in democratic education, the 
evening school students should not be expected to pay the cost of the 
instruction that is furnished day school pupils free of charge. On the 
other hand, it v/ill not do, as experience everywhere demonstrates, to 
operate evening classes open to everybody where the student is fur- 
nished everything, including tuition, without some sacrifices on his 
part. 



RECOMMENDATIONS AS TO EVENING SCHOOLS "^45 

Tuition should be free, but a nominal charge should be made to 
test the earnestness of the pupil in undertaking the course and to rid 
the evening school at the outset of those who come with no serious 
purpose. With no safeguard of this character evening schools find 
themselves burdened with an inflated registration the first week, en- 
tailing the employment of teachers who must later be dismissed, con- 
fusion in administration, the temporary overcrowding of classes, in- 
different work, irregular attendance, and a low standard of attainment 
generally. 

The fee should not be large enough to be a burden on the student 
or place upon his shoulders any part of the actual cost of instruction. 
It should, however, be sufficient to be a real test of his sincerity of 
purpose in undertaking the work, and should be applied in payment 
of the texts, lesson sheets and materials supplied him by the school. 
This fee should be a straight out payment and not a deposit to be re- 
turned at the close of the course. The return of a small deposit fee 
at the close of a course as a reward for attendance, a very common 
practice in evening classes throughout the country, on its face is an 
acknowledgement of the weakness of the course and its inability to 
hold its students otherwise. 

The following types of courses which are conducted in the even- 
ing schools of various communities are now fairly well defined and 
recognized, and should be provided at public expense in Saint Paul : 

1. The regular elementary school instruction by grades for 
pupils who wish to complete the elementary school course. 

2. Regular high school courses (scientific, college preparatory, 
classical, commercial, technical) for pupils wishing to com- 
plete the high school course, or complete their preparation 
for college or technical schools. 

3. General courses (regraded, for illiterates and foreigners). 

4. General improvement courses counteracting the effects of the 
monotony of the daily occupation and stimulating social and 
civic interests. 

5. Industrial or trade extension courses — for wage earners em- 
ployed in productive industry. 

6. Household art courses for wage earning women and for 
home-makers. 

7. Commercial courses for beginners and for those employed in 
clerical and commercial pursuits. 



746 REPORT OF SCHOOL SURVEY 

A full discussion of the recommenations proposed for each of the 
above kinds of evening classes will be found at a later point in this 
report. 

It has already been pointed out that notwithstanding the fact that 
more than 10,000 persons are employed in salesmanship, no training 
for this work has as yet been given by the public schools, and that 
with the exception of a few classes by the Y. M. C. A. and commend- 
able pioneer ventures by local merchants no opportunities whatever 
have thus far been provided for school preparation for salesmanship. 
Yet salesmanship is not only the largest single line of employment in 
the city, but it is also a line of employment calling for personal quali- 
ties and training professional in its character. 

All young people going into ofifice or commercial work need an 
elementary understanding of the problems of salesmanship as much 
as they do of any other modern business problem and provision should 
be made for such instruction in connection with the present commer- 
cial courses of the high schools. 

At another point in this report in connection with the recom- 
mendations for a technical high school a full discussion of the whole 
question of salesmanship in Saint Paul is presented and recommenda- 
tions made for such training in the new technical high school. 

As yet no provision has been made in Saint Paul by either public 
or private agencies for classes to give instruction during the idle 
months to young workers in seasonable trades. Classes of this nature 
are commonly termed dull season classes and are peculiarly adapted 
for meeting the need for instruction in the building trades of Saint 
Paul where the long winter compels the suspension of practically all 
work in January and February. Among the building trades are car- 
pentry, bricklaying, painting, plastering, plumbing, steamfitting and 
tinsmithing. Recommendations providing for these classes are made 
in the suggestions concerning the technical high school. 

A study of the ages and grades of pupils leaving school shows that 
more than eighty-five out of one hundred pupils entering the first year 
of the elementary schools leave without a high school education. Less 
than forty have completed eighth grade education before withdrawing 
and more than sixty drop out before completing the common school 
course. In the absence of facilities for vocational education, such as 
now exists, practically all of these pupils, regardless of where they 
leave school, are unequipped with any direct training for wage-earning 
other than that which their occupation gives. This is true on the 
whole of the workers of all St. Paul, no matter where born or reared, 
with the exception possibly of the Germans. This means that more 



RECOMMENDATIONS AS TO EVENING SCHOOLS 747 

than one hundred thousand people employed in St. Paul must, if they 
are to be trained at all, secure their training in part-time or evening 
classes. A part-time class is one which claims a part of the work or 
time of the young wage-earners in order to extend their general, their 
commercial, or their trade and technical education. 

While the all day or preparatory class giving the youth valuable 
preparation for an occupation before he enters upon it, will always 
have a place and that a most valuable one as an institution for the 
benefit of promising young persons destined eventually for industrial 
or commercial leadership, we must look to the dull season, part-time 
and evening class as devices to reach the great mass of workers. The 
evening class is needed to meet the requirements of the adult worker 
at least until these workers get their training through part time or 
dull season classes before becoming adults. But the part-time class 
and the dull season class are necessary for the education of the youth, 
and his name is legion, who enters upon wage earning and must get 
his training afterwards. In connection with the discussion of the 
technical high school a plan is proposed for the administration of dull 
season, part-time and evening classes in this high school. 

For evening courses of study see the general line§ to be covered 
as outlined in Chapter 4 and the analysis of these into short units 
given in the Appendix. 

§1. 
Evening Elementary Schools. 

The decrease in the numbers attending elementary classes con- 
ducted by the Saint Paul Institute is indicative of the gradual disap- 
pearance of the demand for this work. Recently enacted laws make 
it obligatory for children to remain in school until sixteen years of age 
unless they have completed the eighth grade of the common schools. 
This means that practically the entire generation coming on into citi- 
zenship through the schools will either be equipped with an eighth 
grade education before going to work or will leave the schools at such 
an advanced age (16) as will insure the completion of practically all 
of the elementary school course. In either case the great majority 
who will return to evening school will want training in something 
else than elementary school subjects. While the elementary evening 
school will, in the opinion of this Survey, be less and less necessary as 
time goes on, the city should, through its public schools, make every 
effort to reach through free evening instruction those persons who 
desire to remove elementary school deficiencies. 



748 REPORT OF SCHOOL SURVEY 



Evening High Schools. 

The attendance upon the evening high school classes conducted 
by the Saint Paul Institute, and for which tuition is charged, shows 
that there is an increasing demand for such courses in the city which 
the public school should endeavor to meet with free instruction as 
earnestly as they have tried to attract and hold all of the youth of the 
city in the day high school. The fact that young people have been 
compelled to go to work at an early age should be an argument for 
and never against the policy of free evening school training in the 
subjects of general education. 

Regular grade and high school courses are more nearly standard- 
ized than the trade extension and household arts courses. This is 
due to the fact that standards of day schools are used in evening 
schools to a consideral)le extent which is desirable, since the purpose 
of pupils is to complete prescribed courses in order to secure the 
diploma or to prepare for college or technical schools. 

These regular courses are highly desirable for the evening school 
pupils who wish to complete the regular courses, especially if advance- 
ment depends .upon it, as is coming to be the case in stores and ofifice 
employments. It would seem, however, that these courses could be 
made more stimulating and effective if the vocational interests of the 
pupils were used to supplement and to some extent used to replace 
much of the regular subject matter ordinarily used. The essentials 
of arithmetic may be taught most effectively if expressed in terms of 
every day affairs. In like manner, English composition, history, 
civics and other subjects of the regular schools may also be taught 
effectively in terms of every day life. 

§3. 
Courses for Illiterates and Foreigners. 

General courses for illiterates and foreigners should be conductetl 
whenever and wherever a sufficient group of such persons is willing 
or can be induced to attend the classes. The welfare of society is so 
closely linked with the education and advancement of these persons 
that no community can afford to allow a group or colony of illiterates 
to remain thus. The instruction for such classes will be most effec- 
tive if the vocational interests of the pupils are used to supplement the 



RECOMMENDATIONS AS TO EVENING SCHOOLS ^^49 

regular subject matter usually taught in such classes. Whatever 
fees may be charged to cover incidental expenses and test the earnest- 
ness of students in other courses, there should be no fee of any kind 
in these classes whose aim is to eradicate illiteracy and prepare for 
citizenship. Close relations with the courts granting citizenship to 
foreigners, should be established by the schools in order that attend- 
ance on evening classes may be recognized in examination for citizen- 
ship papers, and that the courts may more and more rely upon gen- 
eral education and less upon technical questions in testing applicants. 

§4. 

General Improvement Courses. 

Saint Paul has conducted such courses to a limited extent in 
fifteen school buildings during 1916-17, in fact, with the exception of 
English for foreigners, the work of the social centers has been the 
only evening school work offered by the city. These social centers 
have thus far offered courses in such subjects as cooking, sewing, 
millinery, cabinet making, gymnasium, writing, expression, chorus, 
orchestra work and folk dancing. 

Inasmuch as a considerable progress has already been made :n 
these general improvement courses by the establishment of these 
fifteen social centers, the larger emphasis should now be placed upon 
the establishment of courses along other lines, particularly courses 
thoroughly vocational in character. When this has been done, how- 
ever, the extension of these general improvement classes should pro- 
ceed along the following lines : 

1. Recreative courses to counteract the effect of restricted physi- 
cal movements during working hours. 

(a) Gymnastics and games selected with reference to working 
posture of persons engaged in work which restricts or limits 
body motions. 

(b) Folk dancing and dancing may be used. 

(c) Athletics for those able to endure this vigorous type of 
recreation. 

2. Stimulative courses for broadening social and civic interests: 
(a) Self-governing clubs for young people in which such sub- 
jects as civics, dramatics, literature and current events fre- 
quently serve as the best means of expression for certain 
groups. The forum for debate and discussion for older 



750 REPORT OF SCHOOL SURVEY 

women and men is also successful in some places. A neigh- 
borhood club promotes community interest if local com- 
munity problems such as better schools, playgrounds, clean- 
up campaigns and similar interests can be made to com- 
mand interest and group response, 
(b) Public lectures on health, science, history, literature, cur- 
rent events and the like are stimulating and promote com- 
munity interest. Illustrative lectures and educative 
"movies" belong in this group. 

3. Manual activities for the inexperienced, desiring to learn to 
handle tools for their own pleasure and for use in their own homes. 
These would include simple wood, metal and electrical work, trim- 
ming of hats, crocheting, knitting, simple sewing and the sewing bee. 
These classes should not be confused with the evening trade exten- 
sion classes described below. The former are designed for recreation 
for the novice, the latter to increase the trade knowledge or skill of 
the man in the trade. Doubtless this recreational hand work in some 
instances helps the youth to learn his own interests and aptitudes as 
a means of either choosing or changing his occupation. 



Evening Industrial and Trade Classes. 

So far as training in evening schools for the trades and industries 
is concerned what Saint Paul needs is the organization of an extensive 
system of trade extension classes. As the name would indicate, these 
trade extension classes are so called because they extend the trade, 
skill or knowledge of the worker. Classes should be organized by 
separate trades and should be open only to trade workers. Novices 
should not be admitted to classes of this kind as it is impossible for 
them to profit by instruction relating to trade problems and processes 
about which they know nothing. Their presence in the class inter- 
feres with the proper instruction of the student in the trade. The 
attempt to teach both novices and tradespeople in one and the same 
class has not been successful anywhere. 

Where the resources for public evening industrial classes are lim- 
ited as they probably will be in Saint Paul for some time, it would 
seem advisable to lay special stress upon the efifort to meet the needs 
of those already employed, whose demands they seek to serve. All 
experience seems to show that the further training of wage workers 
along the lines of their vocations brings far better returns in the even- 



RECOMMENDATIONS AS TO EVENING SCHOOLS 751 

ing school than the attempt to give novices any considerable amount 
of trade training in the 100 hours usually given to evening school 
strung out over a period of six months. 

Wage earning adults, when they attend evening school, come 
because they wish to supply their immediate needs. The immediate 
need of which they are most conscious is that of greater wage earning 
power. Consequently the instruction given them should be direct 
and should bear upon the kind of work which they are doing, fitting 
them for greater efficiency and promotion. Most of them are not in- 
terested in long general courses in mathematics, science or drawing. 
Undoubtedly there is a place in the evening school for such courses 
and there are capable and ambitious students who see in these gen- 
eral courses their opportunity for broad preparation. But these wage 
earners want courses which will teach them things in the shop or 
classroom in applied mathematics, science, drawing or skill in proc- 
esses, which they can understand and use either in their present or 
future work. To be effective, this instruction must be pointed and 
direct and, therefore, must be organized in a series of unit courses 
each dealing with a specific problem or phase of the trade. Only in 
this way is it possible to get groups for instruction having common 
experiences and common need. Only by focusing the attention of a 
given course upon some process or problem or group of related proc- 
esses or problems, can interest be created and attendance be upheld. 

Perhaps the way to illustrate what is meant by a short unit course 
method of organizing evening school work is to refer the reader to the 
special memos on such courses for both men and women wage work- 
ers suggested for the Saint Paul evening schools in the Appendix. 

These courses should be scheduled so that it will be possible for 
the student either to take them in consecutive order or to take the 
short course or courses which he needs at the time they are given in 
the schedule. The time for the beginning and ending of each of these 
short courses should be definitely stated in the announcements of 
courses for the evening schools, for the information of all students. 

Any worker in a trade should be permitted to enter an evening 
school class in any line bearing on his trade as an auditor, if he so 
desires. He should be permitted to take any short unit course which 
he desires without any prerequisites being established in most cases 
for him, and if he does the work successfully, should receive credit for 
it and be granted a certificate. Many evening students are ambitious 
to take enough short courses to give them a wider preparation for 
their work. All students should be encouraged to do this. This 
calls for the organization of the short unit courses into general courses 
requiring two or three years of study for their completion. For 



752 REPORT OF SCHOOL SURVEY 

these, a diploma should be given when the student is able to show 
certificates granted by the school in each and all of the short unit 
courses making up the general course which he has been pursuing. 
The method of organizing these unit courses into general courses is 
illustrated by the courses of study in the Appendix. 

When a student announces himself as a candidate for a diploma 
in any general course, he should be required to meet the prerequisites, 
if there be any, for each unit course and to take the unit courses in the 
order prescribed by the school as being the best way to teach them. 

The question of whether or not a given applicant should be admit- 
ted to an evening trade extension class depends upon whether or not 
his employment during the day is such that he can understand and 
use it successfully. Sometimes this means the limitation of a class to 
a trade. It is clear that only bakers can profit by an evening class in 
baking chemistry. On the other hand, there are some courses which 
teach things which are common to a number of trades and, therefore, 
should be open to each of them. The shop practice classes in the or- 
dinary machine shop tools as the lathe, should be open to those em- 
ployed in automobile repair and construction as well as to machinists. 
Courses in welding, which is being used so extensively today in the 
metal trades, should be open to blacksmiths, sheet metal workers, 
machinists, structural iron workers and automobile men, aluminum 
workers and car repairers. 

While it is probably unnecessary to state it in the case of evening 
trade extension classes, yet it may be well to point out that no even- 
ing school student should be less than 16. Many physicians and so- 
cial workers are of the opinion that attendance upon evening school of 
immature children works more physical ill than it does good. 

There should be a week for preliminary registration when each 
evening school center is open each night for the week. Teachers 
should be present so that prospective students may discuss their cases 
with them and have their work arranged before school starts. Teach- 
ers should be paid for this week the same as though it were spent in 
actual instruction. 

The evening school term should begin on or near the first of Octo- 
ber and close on or about April 1st. Courses should be taught two 
nights a week, several nights intervening between lessons. The best 
schedule has been found to be Monday and Thursday, and Tuesday 
and Friday evenings, Wednesday and Saturday evenings being least 
desirable. Where courses are so closely related that students ma)'- 
desire to take two of them at the same time as, for example, the course 
in machine shop practice on the milling machine and the mathematics 



RECOMMENDATIONS AS TO EVENING SCHOOLS "^53 

for the miller, at the same time, one course could be scheduled for 
Monday and Thursday and the other for Tuesday and Friday nights. 

Because of their better adaptation to work of adults and their 
superior equipment, it seems clear that the high school buildings of 
Saint Paul should be made the centers for serious vocational instruc- 
tion in industrial, household arts and commercial subjects, leaving to 
the elementary school buildings, school gatherings of a social and 
recreational character. If only one center is used for the evening 
trade extension classes, this should be centrally located. The Me- 
chanic Arts High School should be this center because of its central 
location, its name and its more extensive equipment. If the situation 
should require trade extension classes closer to the homes of workers 
living in different sections of the city, other high school buildings 
should be utilized. Should a technical high school be erected in Saint 
Paul this building or any other similar building erected by the City 
should give due regard in planning the building and equipment, such 
as the school system has not given in the past, to the requirements for 
evening school use. The shops of the present high schools are not 
equipped so that the best results can be secured for many evening 
school subjects without extensive additions to equipment and adapta- 
tions of buildings. 

It would seem advisable to place all the evening school instruc- 
tion of every kind given by the public schopls of the city under the 
direction and supervision of the .Assistant Superintendent for Voca- 
tional Education, a position recently created by the Commissioner. 
As much of the evening school work is along practical and technical 
lines, it should be in charge of this Assistant Superintendent. To 
place him in charge of all evening school work will avoid conflicts and 
duplications, and tend to unify the evening school work, locating at 
the same time administrative responsibility. There should be a prop- 
erly qualified principal in charge of each evening school who should 
be paid enough for the evening work to justify his devoting a portion 
of his day time to the evening school work. 

The trade extension courses in the evening school must be taught 
by persons who have the trade or technical knowledge necessary to 
command the respect of the trade and to give instruction that is prac- 
ticable and profitable to the trade worker. In many cases, the em- 
ployment of successful men in the trade will be necessary. Where 
such men are already employed in teaching mechanical or related 
work in the day school they could also be employed for evening school 
service, but not generally over two nights a week during the six 
months of evening school. 



754 REPORT OF SCHOOL SURVEY 

Those engaged in conducting the evening schools would be given 
considerable discretion in the selection and employment of evening 
school instructors. They should as a group be exempted from the 
requirements for certification established for regular school teachers. 
The real test of whether or not a trade worker is competent to teach 
a trade subject is the position which he occupies in the trade and his 
reputation among the members of his craft, facts readily ascertained 
and of much more significance than a written examination would be, 
even if such a capable man were willing to submit to such an examin- 
ation in order to secure temporary employment in evening school 
service. 

The public schools are sometimes inclined, in their neglect of the 
evening school, to set a wage for their evening school instructors in- 
sufficient to attract high grade teachers. No teacher in trade exten- 
sion work should be asked to serve for a wage less than $3.00 a night 
and the rate should advance upward to an amount not less than $5.00 
for those who have shown themselves to be especially adapted for such 
service. The real test of the worth of an evening school teacher of 
trade workers is his ability to attract, hold and interest from year to 
year a group of appreciative students from his trade. The verdict of 
the evening school student of the value of the training he receives is, 
in the last analysis, most dependable. 

In the evening school, as in all other kinds of schools, the success 
of the work depends so largely on the teacher that the problem of se- 
curing a competent teaching force is most vital. Because of condi- 
tions which need not be discussed, every large city at least must 
develop its own teachers of evening trade and technical work. This 
requires on the one hand a compensation large enough to attract and 
hold the good teacher. On the other hand, it requires the training in 
service of such teachers in some of the elements of good teaching prac- 
tice. This requires their attendance at conferences held each year 
before the opening of the evening school session at which sound prin- 
ciples and good methods are set forth and discussed. Teachers should 
be paid for attendance at these meetings, which it is clear must be held 
at night. Similar meetings should be held during the year for the 
consideration of common problems and difficulties. 

An individual record of each evening school student should be 
kept by the public school office. This record should include all such 
things as his application card or cards, facts as to his attendance and 
punctuality, courses completed, credits received and certificates and 
diplomas issue, and correspondence of every kind with or about him. 
These records should be of ready access to those seeking desirable 



EECOMMENDATIONS AS TO EVENING SCHOOLS 755 

employees. Employers should have sent to them at the close of each 
evening" school year, the names of their employees who have com- 
pleted any course of courses and they should be urged, other things 
being equal, to give preference in wage or promotion to such em- 
ployees when opportunities for advancement arise. It rests with the 
employers of Saint Paul whether the evening trade extension classes 
are successful. 

The closing exercises of such an evening school should be made a 
memorable event in the lives of its students. In a large gathering of 
students, their friends and relatives and citizens generally, after an 
attractive program, certificates and diplomas should be conferred upon 
those who have earned this public recognition. 

§6. 

Vocational Home Making Courses in Evening Schools. 

Vocational home-training courses have for their aim the training 
of girls and women for the vocation of home-making as practiced by 
the wife and mother in the home. The duties of the home-maker in- 
clude : the care of the house, the purchase of food and the preparation 
of meals, the purchase, making, care, and repair of clothing, the care 
of the health of the family, the care and training of children, the care 
of the sick, partnership in planning the family budget. 

Courses in home training are designed, therefore, to provide in- 
struction in the subjects in which the efficient home-maker must be 
proficient. Such courses should be open to all women, and should 
be both elementary and more advanced in character in order to meet 
the needs both of women without experience in home-making and of 
those having either experience or previous training in elementary 
courses. The unit courses in home-making for this training are given 
in Appendix Part II. 

The general principles and policies for administering household 
arts instruction should be the same as those recommended for evening 
trade extension courses in the foregoing pages. Particular attention 
is called to the necessity of organizing the subject matter into short 
unit courses and of the equal necessity that the short unit courses for 
which certificates are given be grouped into general courses requiring 
several years of study and for which diplomas are given. 

The following qualifications of teachers for household arts work 
have been recommended by a special committee on evening school 
courses for girls and women appointed by the National Society for 
the Promotion of Industrial Education (1916-17) : 



'^56 REPORT OF SCHOOL SURVEY 

A. Personal qualifications of teachers for evening courses in 
household arts: 

1. Good health which insures sufficient physical endurance 
for regular attendance upon school duty in evening 
classes. 

2. Attractive appearance and cordial manner. 

3. General intelligence and ability to understand the per- 
sonal and home-making problems of evening school 
pupils and an understanding of general and economic 
problems of the home. 

B. Professional training for teachers of household arts courses 
in the evening schools : 

1. Pligh school education-. 

2. Two years of training in household arts courses. 

3. Two years of practical housekeeping — secured when? 

4. One year of teaching as an assistant. 

§7. 

Commercial Work in Evening Schools. 

The evening courses in commercial work which have been most 
popular in other cities include all such subjects as: 

1. Bookkeeping 12 lessons 

2. Accounting 16 " 

3. Shorthand 50 " 

4. Typewriting 50 " 

5. Advertising 14 " 

6. Salesmanship 10 " 

7. Store management 6 " 

8. Window decoration 10 " 

9. Show card writing 10 " 

10. Commercial correspondence 16 " 

11. Cost accounting 16 " 

12. Economics 15 " 

13. Banking 20 

14. Loans and investments. . 16 " 

15. Business law 30 " 

Of the above lines of training, 12, 13, 14 and 15 can best be given 
by the Extension Division of the University which already offers 



RECOMMENDATIONS AS TO EA'ENING SCHOOLS T57 

courses in these lines. The others should be offered by the public 
evening school. 

These courses should be open to all persons over 16 years of age 
who are able to carry them. This will bring" to the school a wide 
variety of students from the standpoint of experience and training 
who cannot be handled in the same class. During the week of pre- 
liminary registration applicants for commercial courses should be 
classified and grouped so as to bring together in the same class per- 
sons of approximately the same experience and training. For exam- 
ple, beginning courses should be for the benefit of the novice and the 
experienced person taking the work for any one of a variety of mo- 
tives such as, discovering his own interest and ability, getting ready 
for a job, changing his job, or adding a new asset to his equipment in 
some other line. The advanced course on the other hand should be 
for the benefit of those who either through experience or training have 
had the equivalent of the beginning courses. 

Because of the rapidity of changes in modern business procedure, 
it will be necessary for much of the instruction outlined above to be 
taught by persons drafted from the business world. It would be ad- 
visable to have the business law taught by a successful corporation 
attorney, advertising by an advertising manager, salesmanship by a 
sales manager, cost accounting by a certified accountant, etc. What 
has been said in regard to compensation and methods of employment 
of trade extension teachers is equally applicable to commercial in- 
structors. 

§8. 
Evening Classes in Salesmanship. 

The Census shows that there are two very large classes of sales 
people in St. Paul, commercial travels, and salesmen and saleswomen 
in stores. So far as commercial travelers are concerned, no specific 
courses have at yet been established in this country for such instruc- 
tion within the knowledge of the survey. When the evening exten- 
sion classes in the different mechanic arts, which are described in this 
report, are established, they should be open to sales people as well as 
shop workmen. For example, the sales agents for automobiles 
would in this way have the opportunity to learn the mechanism of the 
cars, so necessary in their business. Doubtless there will be devel- 
oped a course in the principles of selling which will be helpful to inex- 
perienced sales people in St. Paul. 



758 REPORT OF SCHOOL SURVEY 

Such courses as the following are suggested for people employed 
in retail and department stores : 
Salesmanship. 
Textiles. 

Color and design. 
Show card advertising. 
Store organization. 
Accounting. 
Short courses in merchandise such as 

Laces. 

Tapestries. 

Linens. 

Pottery. 

China. 

Shoes. 

Carpets. 



CHAPTER VI. 
Vocational and Prevocational Training for Girls and Young Women. 

Part L Prevocational Training. 

(A) Home Training or Household Arts. 

(B) Prevocational Courses in the Intermediate 

School. 
Part H. Vocational Training. 

Commercial Work. 

Salesmanship. 

Dressmaking. 

Junior and Attendant Nurse. 

Catering and Lunchroom Management. 

Garment-Making and Power Machine Operating. 

Vocational and Prevocational Training for Girls and Young Women. 

General Considerations. 

The following chapter deals with vocational and prevocational 
training for girls and young women and presents recommendations 
as to the courses of study for girls in the elementary school, high 
school, intermediate school, and technical high school. The treat- 



PRBVOCATIONAL TRAINING FOR GIRI^ 759 

ment in the case of each school group is somewhat fuller, and much 
more detailed, than the treatment of similar questions relating to the 
work for boys. It includes for each group recommendations as to the 
course of study and also topical outlines indicating the organization 
and the content of the special courses for the group. In the judgment 
of the Survey, such a treatment is necessary in order to present clearly 
the case for girls, due to these facts: that much more has been done 
in the matter of prevocational and vocational training for boys ; that 
the questions involved are more widely understood; and that much 
more is available in print as to the content of the special courses in- 
cluded in the various programs for boys. 

The recommendations of this chapter fall into two groups: recom- 
mendations concerning prevocational training for girls, and' recom- 
mendations concerning vocational training for girls and young women. 
The first group, or Part I, Prevocational Training, includes the rec- 
ommendations concerning home-training in the elementary school 
and high school and the plan for prevocational courses in the interme- 
diate school. The second group, or Part II, Vocational Training, in- 
cludes discussions and explanations of the proposed courses of study 
for girls and young women in the technical high school. 



Part I. Prevocational Training. 

(A) Home Training. 

Home Training as Prevocational Training. The recommenda- 
tions for Home Training, the statutory term in Minnesota for House- 
hold Arts, or Domestic Science and Domestic Art, are included in this 
chapter. In the view of the Survey, instruction in home-training 
which is comprehensive in plan and adequate in character, according 
to the maturity and experience of the girls, is, at the same time, gen- 
eral education and prevocational training for home-making. The 
greater number of school girls are on part-time employment in the 
home. For them, instruction in housekeeping, garment-making, and 
home management is definitely prevocational training. Nearly ninety 
per cent of American women marry. Of these, ninety-two per cent 
"do their own work." Employment in home-making is now legally 
designated by the Smith-Hughes act as profitable employment, and 
money appropriated by the act may be expended for training in home- 
making. Home training courses, therefore, afiford prevocational 
training for the vocation in which nearly all women are at some period 



■^60 EBPORT OF SCHOOL SURVEY 

employed, although that employment may be for a time deferred. 
The foregoing facts are the justification for including certain funda- 
mental home-training courses in the program of all girls in the sixth, 
seventh, and eighth grades of both the elementary school and the in- 
termediate school. 

Methods of Instruction. The method of instruction most com- 
monly employed in "household arts" classes is a form of dictation. In 
cookery classes, recipes are dictated, written upon the board, or dis- 
tributed in printed form. Further, directions are given by the teach- 
ers, and the class proceeds to the preparation of the dish which con- 
stitutes the lesson for the day. Throughout the preparation period, 
the teacher observes the work, and gives further instructions to indi- 
vidual pupils. In sewing classes, a similar method obtains in the 
lessons which set up a new project or a new process. Careful direc- 
tions for work are given by the teacher to the whole class, followed 
by individual instruction. Due to the fact that the skill and speed of 
pupils vary, the work proceeds at an uneven rate, and commonly in 
sewing classes, many lessons begin without any general class exer- 
cise. The pupils enter the room, begin work wbere they left off at 
the last lesson, and proceed to sew. The teacher passes about the 
room giving directions according to the needs of individual pupils. 

Such exercises afford excellent training in following directions 
and slight opportunity for the use of previous experience or for inde- 
pendent thinking. Instruction in home training, in common with all 
subjects, if it is to realize its full educational value, must set up a 
problem for class solution and must include a discussion of the prob- 
lem which suggests and determines upon a solution. In the case of 
all laboratory subjects, the solution is tested out in laboratory prac- 
tice. Such class discussions bring to bear the information and house- 
hold experiences of the pupils, permit individual pupils to suggest 
necessary procedures, and send each pupil to the laboratory work an 
independent worker with a plan of work which has become her own. 
To her, then, the laboratory exercise, whether it be making muffins, 
or laying the hem of a garment, becomes a testing out of the facts and 
proceedings suggested in the class discussion and a basis for future 
independent carrying over of the class method to home practice. 
Further, in common with all good instruction, instruction in home- 
training must set up in the minds of the pupils standards of good 
work in the subject. In the case of home-training subjects, such 
standards include both scholarship and workmanship. 

Following out the foregoing statements suggests that class exer- 
cises in home training courses should consist, in general, of a regular 



PREVOCATIONAL TRAINING FOR GIRLS 761 

recitation and discussion period of from 10 to 30 minutes, and of labo- 
ratory work during" the remainder of the class period. It suggests 
further, that what may properly be termed the subject-matter of 
home-training courses be considered a subject of study, requiring 
reading and study in common with history, geography, and other reg- 
ular subjects. Acceptance of the latter requirement is essential to 
satisfactory accomplishment in these courses, since at the present 
time pupils are inclined to resent demands on their time outside of 
the class periods. 

Inter-relation of Grade and High School Work. In any school 
system in which home-training is a part of the program for all girls in 
the elementary school, further courses in this field offered in the high 
school must assume the grade courses as foundation work and must 
include an advance in subject-matter and in method. Advance in sub- 
ject-matter for high school work comes (1) through including closely 
related subjects in the programs of pupils taking home-training 
courses, (2) through a broader and more extensive treatment of sub- 
jects presented in the grade courses, and (3) through new subject- 
matter not attempted in the grade classes. Closely related subjects 
are drawing and design, physiology, hygiene, chemistry, physics. 
Broader and more extensive treatment of earlier subjects will be more 
clearly understood by referring to the outlines of the course in home 
nursing, foods and cookery, and dressmaking. New courses suggested 
in the high school plan are textiles, millinery, dress design, house-plan- 
ning and furnishing; new topics are included in the high school course 
in home-management. 

Supervision. Our larger cities are already committed to super- 
vision of home-training in the elementary schools. A number of 
cities are providing one plan of supervision for home-training in both 
grades and high school. If the high school work is to continue the 
work offered in the grades, if high school work is to follow a common 
plan and to maintain common standards, it seems quite clear that 
there must be supervision for high school home-training and unified 
supervision of the grade and high school work. The Survey, there- 
fore, recommends the appointment of a city supervisor of home-train- 
ing, and of an assistant supervisor whose duty it shall be to assist with 
the supervision of the grade work. 

Recommendations for Home Training in the Elementary School. 

General Plan and Equipment. Three fundamental considera- 
tions should be the controlling factors in planning the courses and the 



"^62 REPORT OP SCHOOL SURVEY 

equipment for home-training in the elementary schools. These con- 
siderations are: the acceptance of work in home-training as an essen- 
tial part of the course of study for girls ; an acceptance of home-train- 
ing not only as a part of general education, but as prevocational train- 
ing for a specific vocation — although employment in the vocation may 
be deferred for a time; and the judgment of educators to the eflfect 
that in the use of departmental instruction in the upper grammar 
grades it is best to secure the advantages of specialized training, with 
at the same time the fewest possible number of special teachers. 

Proceeding from these considerations it follows: (1) that work 
in home-training as a required part of the course of study should be 
made as far as is possible an integral part of the school program and 
the school life; (2) that courses in home-training designed for gen- 
eral education and for prevocational training for home-making should 
be planned so as to lead girls to see the vocation of the home-maker 
as a vital part of the world's work, to recognize the responsibility of 
the home-maker for the standards and the efficiency of the home, to 
understand the wide range of the responsibilities and duties of the 
home-maker, so as to provide for these girls training in as many 
forms of the work of the home as the limits of school equipment, sup- 
plemented by "home-work," will permit. 

Realization of home-training as a vital and integral part of the 
school program and school life would require that instruction in home- 
training be given, in the school, by teachers belonging to the school 
staff, definitely forwarding the plans and purposes of the school. It 
would require that the courses in home-training for each grade be 
closely interrelated, and closely related to other required work of the 
grade. Realization of home-training as prevocational training for 
home-making would require that the present courses in home-train- 
ing be expanded to provide instruction in : garment-making, as includ- 
ing a study of washable fabrics, the selection and making of children's 
and girls' clothes, the care and repair of clothing, the hygiene of cloth- 
ing, the cost of clothing, and the clothing budget ; housekeeping, as 
including the care of the house, laundry work, and preparation of 
meals ; and home management, as including discussion of the family 
income and of the budget, the planning and serving of meals, estima- 
tion of the cost of food, of shelter, and of operating, discussion of sav- 
ing and investment, study of home care of the sick, and discussions of 
civic and community responsibilities. 

In terms of equipment, this would mean for St. Paul the estab- 
lishment in each grade building having seventh and eighth grades the 
equipment now provided in "cooking centers," together with addi- 



PREVOCATIONAL TRAINING FOR GIRLS 763 

tional space and equipment for laundry work, care of children and 
home-nursing-, serving of meals ; also space and equipment for the 
teaching of garment-making. 

In terms of teachers, it would mean one or more special teachers 
of home-training for each building, such special teacher or teachers 
to teach all the work offered as home-training, to plan and super- 
vise school activities designed to supplement the home-training work, 
and to stimulate and in some measure to control supplementary home- 
work. In time allotment, it would mean double the number of periods 
now allowed for "cooking" or "sewing." 

The Survey understands that the foregoing is a statement of the 
possibilities of instruction in home-training, rather than a picture of 
conditions as existing in many school systems at the present time. 
Some cities, however, are making equivalent provision in the way of 
teachers, equipment and time allotment. Junior high schools are 
offering larger programs. Plans for the realization of these possibili- 
ties should become a part of the educational program of St. Paul. 

In the judgment of the Survey, most of the features outlined 
above can be incorporated into the St. Paul plan for home-training if 
the proposed bond issue is voted, and some of the most essential 
features can be adopted under present conditions. The "irreducible 
minimum" for adequate instruction in home-training* should involve: 
(1) additional equipment of one or more "cooking centers," to pro- 
vide for all seventh and eighth grade girls, together with additional 
equipment in each center for home-nursing and care of children, for 
laundry work, and for the serving of meals ; (2) expansion of the 
present courses in cooking to include the work suggested under house- 
keeping and home management ; (3) dropping of sewing from the fifth 
grade, changes in the plan for the sixth grade, and the introduction of 
garment-making, including the topics indicated above, in the program 
for girls of the sixth, seventh and eighth grades ; (4) equipment for 
garment-maikng in certain seventh and eighth grade rooms, including 
sewing machines, and necessary small equipment; (5) allotment of 
two double periods a week for instruction in home-training; (6) spe- 
cially trained teachers for the teaching of garment-making. This 
"irreducible minimum" can in the judgment of the Survey be incor- 
porated into the St. Paul plan under present conditions. Provision for 
such expansion of the work would require additional equipment of 
one "cooking center," the purchase of sewing machines, and the ad- 
justment of seventh and eighth grade teaching programs to provide 
for two double periods a week in home-training and the release of 
some grade teachers part time for the teaching of garment-making, 
the teachers selected to make special preparation for this work. 



"^64 REPORT OF SCHOOL SURVEY 

Both additional space and equipment are essential to instruction 
in garment-making under satisfactory conditions. An increase of 
more than one hundred per cent in the number of special home-train- 
ing teachers is necessary in order to have all the home-training wori< 
taught by special teachers and to adjust the teaching" programs so that 
one special teacher teaches the same girls throughout the year. Pro- 
vision for the needed space, equipment and teachers can be made if 
the bond issue is voted. Special equipment for each building is highly 
desirable, but this can be secured only as part of a building program 
to continue over a period of years. 

The Survey recommends, therefore, that in the event that the 
bond issue is voted the program for instruction in homentraining be 
made to include: (1) expansion of the courses now offered, to include 
courses in housekeeping, garment-making and home management as 
outlined in a preceding paragraph ; (2) allotment of two double periods 
a week for this type of instruction; (3) additional space and equip- 
ment adequate for the teaching of garment-making in the sixth, sev- 
enth and eighth grades under approved conditions ; (4) increase in the 
staff of special home-training teachers sufificient to care for all teach- 
ing of home-training, and the adjustment of programs so that one 
home-training teacher may teach the same girls throughout the year ; 
(5) equipment of one or two additional cooking" centers, together with 
additional equipment in each center for home-nursing and care of 
children, for laundry work, and for the serving" of meals. 

In the event that the bond issue fails to carry, the Survey recom- 
ments that the present work be extended to meet the requirements 
suggested above as the "irreducible minimum." 

Correlation With Other Subjects. Adequate instruction in home- 
training in the elementary school is largely dependent upon a back- 
ground of information and ideas gained from the study of those facts 
concerning food, clothing", shelter and primitive life and industries 
taught in the lower grades under the title "industrial arts," from the 
study of the commercial and industrial aspects of geography, from the 
study of civics, and from the study of physiology and hygiene. The 
efficiency and significance of the woi'k in home-training may be greatly 
increased by definite correlation with arithmetic and drawing. The 
Survey, therefore, recommends that special attention be given by 
grade supervisors and home training supervisors to the correlations 
with geography, industrial arts, civics and arithmetic ; that a plan of 
instruction in physiology and hygiene, carefully outlined for each 
grade, be made a part of the elementary school course of study ; and 



PREVOCATIONAL TRAINING FOR GIRLS 7Q5 

that the work in drawing of the seventh and eighth grades be planned 
to supplement instruction in garment-making, house planning and 
house furnishing, through the study of color and color harmonies as 
applied to dress and to color schemes for rooms, through the study of 
space-breaking through arrangement of windows, doors and fire- 
places in given wall spaces, the reading and drawing of floor plans 
for dwellings, and the designing of rugs and pieces of furniture. 

Preparation of Teachers. Graduates of two-year training courses 
in home economics are generally certificated for the teaching of home- 
training in the elementary grades throughout the country. In the 
towns of Minnesota, outside the large cities, grade work and high 
school work are quite generally taught by the same teacher, hence by 
graduates of four-year courses, due to the larger training required for 
high school teachers of this subject in the state. The salaries paid 
grade teachers of home-training in St. Paul is somewhat higher than 
the average salary paid the high school teachers in the towns. From 
this fact, it would appear that St. Paul might, if it chose, secure teach- 
ers with four years' special preparation for its elementary school staff 
in home-training. 

Content of Courses in Home-Trining. The courses suggested as 
Housekeeping, Garment-Making I and II and Home Management are 
designed to serve the purpose of general education for girls through 
developing an intelligent point of view toward the social and economic 
importance of the work of the home-maker, and also to serve as pre- 
vocational training for home-making. Each course, therefore, con- 
sists of reading and discussion of topics concerned with the social and 
economic aspects of the home and of the work of the home, together 
with instruction and practice in various household arts. The work 
of the school is incomplete unless supplemented by home practice in 
the class projects and exercises. Successful co-operation with the 
home is gained most often through arousing the interest of the 
mothers in "home-work." It is suggested that the home-work pro- 
gram of the Hancock school be enlarged and as far as possible made 
a part of the required work in home-training. Topical outlines of the 
suggested courses follow: 



"766 REPORT OF SCHOOL SURVEY 

Course of Study in Home Training. 
Sixth Grade. 

130 Minutes Each Week. 

Course in Garment-Making. 

The problems or projects selected as a basis for a beginning 
course in sewing and garment-making should involve the stitches 
and processes fundamental to garment construction, and should 
be adapted to the maturity and physical development of the 
pupils to which the work is to be given. Small garments, those 
for small children (one or two years of age) or for 80-inch dolls, 
fulfill these requirements for pupils of the sixth grade. Further, 
commercial patterns for such garments are available, and the ma- 
terials employed are similar to those employed in larger garments 
of similar type. Suggested projects in the order of their difficulty 
are : kimono night-dress or kimono apron, underslip. drawers. 

Purpose of the course. 

To teach hand-sewing. 

To teach the principles and processes involved in simple gar- 
ment-making. 

Projects. 

Kimono night-dress or kimono apron. 

Underslip. 

Simple article involving some form of decoration. 

Drawers, 

Child's dress or undergarment for sixth grade girl. 

Project I: Kimono night-dress. 

Analysis of principles and processes determining content of 

class discussions and laboratory exercises. 
. Steps in making garment. 

Selection of muslins suitable for underwear. * 

Selection of material, pattern, supplies. 

Study of pattern. 

Placing of pattern and cutting out. 

Joining parts of garment and basting. 

Making- of seams. 



PBBVOCATIONAL TRAINING FOR GIRLS '^'G'? 

Finish for neck and sleeves. 
Hem of garment. 

Standards of workmanship. 

Judging finished garments according to score card. 

Project II: Simple article involving some form of decoration. 
Suggested articles : tatting or chocheted edging, table runner, 
napkin ring, bag, collar and cufifs. 

Project III: Child's undersHp. 
Steps in making garment. 

Selection of muslin and trimmings. 

Selection of pattern. 

Study of pattern. 
Placing of pattern and cutting out. 
Marking for joining parts of garment. 
Waist. 

Joining parts of garment. 

Fitting garment. 

Seams. 

Closing hem. 

Finish for neck and armholes. 
Skirt. 

Measurements. 

Cutting out and joining parts of skirt. 

Seams. 

Placket. 

Attaching skirt to waist. 

Use of facing strip. 

Hem. 
Exercise for emphasizing quality of workmanship. 

Comparison of finished garments and judging according to 
score card. 

Project IV: Child's drawers or sixth grade girls' kimono apron 
or kimono night dress. 



T68 REPORT OF SCHOOL SURVEY 

Seventh Grade. 
180 Minutes Each Week. 

a. Course in Housekeeping. 

b. Course in Garment-Making and Care and Repair of Clothing. 

a. Course in Housekeeping. 

Some of the larger factors in home-making. 
The care of the house and its equipment. 
Laundry work. 
The care of children. 
Planning and preparation of meals. 
Housekeeping. 

Purpose of the course. 
Importance of home-making. 
Duties of the home-maker. 
Ivcssons in housekeeping. 

Value of cleanliness and order. 

The daily routine. 

Construction of range, gas or oil stove. 

Preparation of fire in stove. 

Care of living room and dining room. 

Care of bedrooms. 

Care of the kitchen. 

The weekly cleaning of the living room. 
Laundry work. 

Materials ; equipment for saving labor. 

Procedure in laundering. 

Laundering white clothes and linens. 

Laundering and starching white pieces. 

Laundering colored clothes and woolens. 

Ironing. 

Cleaning of spots and stains. 
Care of children. 

The babys' needs. 

The baby's food. 

The daily bath, and care of the baby. 
Planning and preparation of meals. 

Value of order and cleanliness. 

Care of person and clothing for sanitary handling of 
food. 



PREVOGATIONAL TRAINING FOR GIRIaS 769 

Breakfast menus and breakfast dishes. 
Fruit. 

Food value of fruit. 
Use of fruit in the diet. 
Cooking of dried fruit. 
Cereals. 

Source of cereal breakfast foods. 
Food value of cereal breakfast foods. 
Use in the diet. 
Cooking of cereals. 
Quick breads. 
Kinds. 
Ingredients. 
Methods of lightening. 
Preparation of griddle cakes. 
Preparation of muffins. 
Hggs. 

Food value of eggs. 
Use in the diet. 

Cost at different seasons of the year. 
Preparation of poached eggs, scrambled eggs, 
baked eggs. 
Bacon. 

Food value. 
Broiling bacon. 
Beverages. 
Source. 

Efifect of coffee drinking. 
Preparation of coffee. 
Table service. 
Table customs. 

Preparation and serving of a breakfast. 
Discussion of strong and weak points of the breakfast. 
Luncheon or supper menus. 

Creamed or escalloped dishes. 
Cream soups. 
Quick breads. 

Baking powder biscuit. 
Fruit. 

Food value. 

Use in the diet. 

Preparation of stewed fresh fruit. 



770 RESPORT OF SCHOOL SURVEY 

Simple desserts. 

Cornstarch or chocolate pudding. 

Source of starch. 

Food value of starch and sugar. 

Preparation of pudding. 
Custards. 

Food value of eggs, milk, sugar. 

Preparation of custards. 

Social obligations of the family. 

Preparation and serving of a simple luncheon at a defi- 
nite cost per capita. 
Discussion of strong and weak points of luncheon. 

b. Course in Garment-Making, Care and Repair of Clothing. 
Garment-making. 

Selection of materials. 
Use of patterns. 

Hand-sewing, machine stitching, and processes of construc- 
tion involved in : 

Project I: Girl's underslip. 
Project II: Girl's drawers or bloomers. 
Care and Repair of Clothing. 

Need for care and repair of clothing. 
General care. 
Repair processes. 
Hemmed patch. 
Stockinet darn. 
Darned patch in wool cloth. 

Eighth Grade. 

180 Minutes Each Week. 

a. Course in Home Management. 

b. Course in Elementary Dressmaking and Study of Clothing. 

a. Course in Home Management. 

Responsibilities of the home-maker. 
As housekeeper. 
As manager of the household. 



PRBVOCATIONAL TRAINING FOR GIRLS '^71. 

The family income. 

Meaning of family income. 
Sources of the family income. 
Average family incomes. 

Needs for which income is expended: shelter, food, clothing, 
operating, incidentals, advancement. 
An efficient home. 

Physical and social efficiency. 
The family budget. 

The needs of a family and the divisions of the income. 
Budget making as necessary to businesslike management of 

home. 
Discussion of typical budgets. 
Shelter. 

Cost of shelter. 

Cost of renting. 
To tenant. 
To landlord. 

Per cent of value charged as rent. 
Cost of owning one's home. 

Interest on investment, upkeep, taxes, insurance. 
Points in judging a house. 
Location. 

Number, size and arrangement of rooms. 
Ventilation, lighting, heating, plumbing. 
House-planning. 

Preliminary considerations. 
Number in family. 

Number and desirable sizes of rooms. 
Provision for cross-ventilation. 
Sunny rooms for living rooms. 
Arrangement of rooms. 
Labor-saving arrangement. 
House-furnishing. 

Necessary furniture and equipment by rooms. 
Labor-saving equipment. 
Cost of furnishing. 
Food study and cost of food. 

Classes of food. 
The body need for food: (1) to supply energy, (3) to build 
tissue. 

The function of each class of food in the body. 



772 REPORT OF SCHOOL SURVEY 

The total food requirement. 

Factors influencing" amount of food required. 
The need for protein in the dietary 
The need for mineral salts in the dietary. 
The need for water in the dietary. 
The need for fresh foods — milk, fruits, vegetables — in the 

dietary. 
The need for cellulose in the dietary. 

The larger items of the dietary. 
Bread. 

Yeast and bread-making. 
Making of bread. 

Vegetables. 

Classes and food value. 

Chief principles controlling method of cooking" veg- 

eables. 
Cooking of vegetables. 

Meat. 

Sources of meat. 

Reasons for federal inspection. 

Food value. 

Place of meat in the dietary. 

Cuts of meat. 

Tenderness and toughness, and relation to cost. 

Cooking of meat. 

Meat substitutes. 
Eggs. 

Food value. 

Cooking of eggs. 
Milk. 

Food value and use in the dietary. 
Cheese. 

Food value. 

Cost as compared with meat. 

Preparation of cheese dishes. 

Salads. 

Use of fruit and vegetable salads in the dietary. 
Preparation of salad dressings. 
Preparation of simple salads. 



PREVnCATIONAL TRAINING FOR GIRLS ^^3 

Desserts. 
Cake. 

Food value. 

Proportions, method of mixing and baking. 
Making plain cake. 
Frozen desserts. 

Ice cream and fruit ices. 
Food value. 

Preparation of ice cream and fruit ice. 
Pastry. 

Food value of pastry. 

Proportions, method of mixing and handling. 
Making of pie. 
Planning and serving meals. 

Preliminary considerations in giving a dinner. 

Date, invitations, cost, menus, schedule of work, etc. 
Table service. 
Table customs. 
Social customs. 
Planning and serving of meal planned. 
Discussion of meal as served. 
Cost of food and the budget. 

Minimum annual food cost for family. 
Relation of cost of food to diflferent incomes. 
Cost of clothing. 

General estimates from reading. 
Detailed estimates under Study of Clothing. 
Cost of operating. 

Items included in operating expenses : fuel, light, water, serv- 
ice, repairs, carfare, etc. 
Average estimates for family operating expenses. •- 

Cost of incidentals. 

Typical incidental expenses. 
Average estimate for incidentals. 

Cost of advancement. 

Education, recreation, books and magazines. 
Saving. 

When save? 
Investments. 
Insurance. 
Buying home, etc. 



774 EBPORT OF SCHOOL SUEVBY 

Summary of budget discussions. 
Budget for physical efficiency. 
Budget for social efficiency. 
Household accounts. 

Simple bank procedure. 
Plan for keeping accounts. 
Keeping of accounts for definite periods. 
Care of children. 

Care for physical welfare. 

Food, clothing, cleanliness, sleep, habits. 
Care for mental and moral life. 

Truthfulness, thoughtfulness, courtesy, speech, regular 
duties, reading. 
Care during illness. 

Symptoms of health and of illness. 
Temperature taking and its meaning. 
Bed-making with patient in bed. 
Bath for patient in bed. 
Use of sick-room appliances. 
Social responsibilities of the family. 
Types of entertainment. 
Plan for mothers' tea or similar function. 
Civic responsibilities of the family. 

Co-operation for promotion of public health. 
Co-operation for promotion of public welfare and improve- 
ment. 

b. Course in Elementary Dressmaking and Study of Clothing. 
Elementary dressmaking. 
Selection of materials. 
Use of patterns. 

Hand-sewing, machine-sewing, and processes of construc- 
tion involved in the project : a middy suit or Russian blouse 
dress. 
Study of clothing. 

Washable fabrics and household linens. 
Points for discussion. 
Weave. 
Design. 
Feeling. 

Size of threads (yarns). 
Weaving qualities. 



PREVOCATIONAL TRAINING FOR GIRLS '^'''5 

Uses. 

Average width and price per yard. 

Laces. 

Cotton versus linen laces. 
Types of linen laces. 
Types of cotton laces. 

Uses of clothing. 

Clothing for protection. 

From injury and loss of body heat. 
Healthful clothing. 
Kind and amount of clothing. 
Freedom of body movement. 
Clothing for the sake of modesty. 
Clothing for decoration. 
Ready-to-wear clothing versus garments made at home. 

Comparison of ready-made and of home-made undergar- 
ments, girls' dresses and suits. 

Clothing budget. 

Discussion of clothing budget of class, kept during pre- 
vious year. 
Proportion of garments purchased ready-made. 
Proportion of garments made at home. 
Cost of clothing for the year. 
Preparation of lists : 

(1) Absolutely necessary garments for eighth 

grade girl for one year, with approximate 
cost of each. 

(2) Articles of clothing desirable but not indispen- 

sable. 
Clothing budget for typical family of five. 

Per cent of income spent for clothing. 

Eighth grade girl's share of family clothing budget. 
Methods of reducing amount spent for clothing. 

Making garments at home. 

Selection of simple styles. 

Avoiding fads. 

Choice of durable materials. 

Remodeling garments. 



'J"^6 REPORT OF SCHOOL SURVEY 



Recommendations for Home Training in the High School. 

Some Essentials for High School Work in Home Training. The 
following discussion relating to high school home-training is con- 
cerned primarily with certain considerations which in the judgment 
of the Survey are essential to instruction in home-training of high 
school grade. Those considerations are: (1) acceptance and use of 
the grade work as a foundation for the high school courses ; (2) rec- 
ognition of certain regular high school subjects as fundamental pre- 
requisites for certain home-training courses; (3) recognition of home- 
training courses as applied science or applied art courses, involving as 
the essential method of the course and of class-room instruction the 
usual method of courses in science — the development of principles 
followed by their application in laboratory exercises ; (4) expansion 
of the present courses to include more comprehensive work in food 
study and in clothing, and new courses in home nursing, textiles, mil- 
linery, home-management, dress design, house-planning and house- 
furnishing. The latter course is an art course and should be given by 
the staff of the art department. 

Grade Work as a Foundation for High School Courses in Home- 
Training. Acceptance of the grade work as a foundation for the high 
school courses will eliminate the repetition now protested by home- 
training teachers and by high school pupils, and will increase the inter- 
est of high school students in home-training. 

Courses in Science and Art as Prerequisite to High School Home- 
Training. The recognition of the relation between drawing and de- 
sign, and dressmaking; between physiology and hygiene, and food 
study; between chemistry and food study and elementary dietetics, is 
vital to work of high school grade. If a course of foods and cookery 
is to be anything but "more cooking," it must find its constant justifi- 
cation in the significance of a knowledge of foods and food prepara- 
tion to the needs of the body. If courses in dressmaking are to be 
more than "sewing," they must present problems in the purchase and 
making of clothing in the light of their economic significance, due in 
a considerable measure to good design. Further, the subject of die- 
tetics cannot be at all adequately presented without a background of 
chemistry. A knowledge of physics is highly desirable for dietetics 
and for many of the problems of house-keeping and house-planning, 
but it is less essential than design, physiology and chemistry. 



PREVOCATIONAL TRAINING FOR, GIRLS 777 

The Method of Home Training that of Science Courses. The 
meaning of the method of home-training as that of a course in science 
will be made clear by reference to the topical outlines following the 
discussion in this section of the report. In the outline for foods and 
cookery, it will be noted that the treatment of each large topic — a food 
group — involves a study of food production and manufacture for that 
group, a consideration of the composition and properties of typical 
food materials, involving experiments to demonstrate those properties, 
and laboratory exercises which illustrate and apply the facts and prin- 
ciples developed in the preceding discussions. Such a knowledge of 
the materials with which one is dealing, such an understanding of the 
processes which one is directing, lifts household work from the level 
of drudgery to the plane of interesting and vital work. 

Expansion to Include New Subjects. The expansion of this work 
as suggested by the Survey, and the essential relations of the courses 
are indicated in the course of study printed at the end of this discus- 
sion. 

Equipment. The high school equipment for foods and cookery 
and for dressmaking is adequate for the present number of students 
enrolled in these classes. Three high schools need dining rooms ; all 
need equipment for home nursing, for the experimental work included 
in foods and cookery, and for dietetics. The Survey is not clear as to 
the needs of the Art departments if they take on the courses in dress 
design, house-planning and house-furnishing. 

Time Allotment. It is generally acknowledged that courses in 
home-training are, in the main, laboratory courses requiring double 
periods for the class exercises. Up to the present semester, program 
difficulties have prevented this time allowance being arranged for 
these courses in any but the Johnson high school. During the present 
semester, the Humboldt high school is having double periods, and the 
Mechanic Arts high school is having double periods for Cooking I, 
II, III, IV. There is also a prospect that further provision for double 
periods will be arranged for the coming year. 

Recommendations. As a summary of the foregoing discussion, 
the Survey recommends: (1) that the high school courses in home- 
training be planned with the work of the elementary school as a back- 
ground, and that repetition of grade work be eliminated as far as pos- 
sible; (2) that drawing and design be required of all students taking 



778 REPOET OP SCHOOL SURVEY 

elementary dressmaking, that physiology and hygiene be required 
with foods and cookery, that dress design, etc., be required with dress- 
making, that chemistry be recjuired with the course in home-manage- 
ment ; (3) that the approved organization and method of courses in 
home-training be those generally accepted for courses in science — the 
discussion of facts and principles, followed by laboratory practice ; (4) 
tha the present work in home-training be expanded to include: home- 
nursing, dress design, house-planning and house-furnishing, textiles, 
millinery and home-management. 

Preparation of Teachers. Since June, 1915, in Minnesota, the 
professional certificate in home-training has been granted only to 
graduates of four-year college courses in Home Economics leading to 
the bachelor's degree. The salaries paid to teachers of home-training 
in St. Paul high schools are higher than those paid in the town high 
schools of the state, and are sufficient to attract superior teachers with 
four 3'ears of professional preparation. 

Elective Groups and a Suggested Course of Study. The home- 
training courses of the high schools are open to students: (1) as part 
of a four-year course of study ; (2) as electives in other courses of 
study. The Survey suggests the following groups rather than single 
courses as electives, and also the following course of study: 



Elective Groups, 

Textiles and Clothing. 
Group I. 

Drawing and Design, 

Elementary Dressmaking, 
Group II (To be preceded by Group I). 

Clothing Design, House-planning and House-furnishing. 

Textiles, Millinery and Dressmaking. 

Food Study and Home-Management. 
Group I. 

Human Physiology and Hygiene, Home Nursing. 

Food Study and Cookery. 
Group II (To be preceded by Group I). 

Chemistry with application to Household Science, and Sanitation, 

Home-Management. 



PREVOCATIONAL TRAINING FOEt GIRLS 



779 



Course of Study in Home Training. 

High School. 

1st Semester 2nd Semester 

Periods Periods 

Per Week Per Week 
Ninth Year — 

English 5 5 

General Biology or General Science.. . . 7 7 

Drawing and Design 6 or 4 4 or 6 

Elementary Dressmaking 4 or 6 6 or 4 

Elective 5 5 

Tenth Year — 

English 5 5 

Physiology and Hygiene 2 or 1 1 or 2 

Home-nursing 2 2 

Food Study and Cookery . . . 4 or 6 6 or 4 

Civics 5 

Elective 5 10 

Eleventh Year — 

English 5 5 

Chemistry 7 7 

Clothing Design, House-Planning and 

House Furnishing 6 or 4 4 or 6 

Textiles, Millinery, Dressmaking 4 or 6 6 or 4 

Elective 5 5 

Twelfth Year- 
English 5 5 

Home Management 10 

Electives : Physics, Economics, Social 

Science 10 15 

Topical Outlines of Home Training Courses. 

Course in Drawing and Design. 
Introduction. 

Purpose of course. 



780 REPORT OF SCHOOL SURVEY 

The development of appreciation of art principles in 
everyday life. 

Method of course. 

Study of art principles and their application through 
illustrations and drawings. 
Color. 

Study of color spectrum. 

Properties of color — hue, value and intensity. 
Color harmonies — monochromatic, analogous and compli- 
mentary. 
Analysis of colors in paper, fabrics, etc. 
Design. 

Principles of design. 
Proportion. 
Balance. 
Rhythm. 
Harmony. 
Centers of interest. 

Kinds. 

Naturalistic design. 

Plant drawings in black and white to emphasize 
beauty of line and form. 
Conventional design. 

Conventionalizing of plant forms. 
Adaptation of conventional designs to fabrics and 
embroidery. 

One unit to illustrate bisymmetric balance. 
One unit to illustrate unbisymmetric balance. 
Combination of units to form a border, with 

emphasis on rhymth. 
Decoration for collar, with emphasis on centers 

of interest. 
Line design, with emphasis on proportion anrl 
balance. 

Designing of plaid in black and white. 
Coloring of previously designed plaid. 
Adaptation to clay. 

Design for tea tile in black and white, with em- 
phasis on centers of interest. 
Coloring of tile design, with emphasis on color 
harmony. 



PRBVOCATIONAL TRAINING FOB GIELS 781 

Adaptation for stenciling. 

Border in black and white, with emphasis on 

proportion, rhymth, balance and harmony. 
Coloring of border, using analogous or comple- 
mentary harmonies. 
Lettering. 

Consideration of the use of a free-hand alphabet, applying 

good space relations. 
Practice in lettering. 
Free-hand perspective. 

Circular, parallel and angular perspective as required in prob- 
lems of interior and dress design. 
Circular perspective. 

Drawing of cup in different positions. 
Parallel perspective. 

Drawing of face view of box. 
Angular perspective. 

Drawing of corner of room. 
Interior design. 

Consideration of color and of the principles of design as ap- 
plied to the arrangement of furnishings. 
Analysis of furnished rooms, using illustrations. 
Modifications of rooms as necessary to secure good design, 

applying principles of perspective. 
Coloring of tracings of these rooms as modified. 
Dress design. 

Color and principles of design as applied to dress — silhouette, 

lines of figure, coloring of person and personality. 
Designing of dresses suitable for members of class, applying 
foregoing considerations. 

Course in Elementary Dressmaking. 

The subject matter of a course in dressmaking consists of the 
facts, principles, processes and procedures involved in the carrying out 
of definite projects in clothing construction. Such facts are those 
relating to the qualities and characteristics of fabrics, and their rela- 
tion to construction processes. Such principles are those of design 
and construction as related to the designing and making of garments. 
The processes and procedures are those which are a part of general 
dressmaking technique, and those which are specific either for the 
fabric or for the project. The more elementary processes of dress- 
making are involved in the construction of dresses made from wash- 



782 REPORT OF SCHOOL SURVEY 

able fabrics, and the technique and processes fundamental alike to 
dressmaking in firm washable materials and in firm wool materials is 
involved in the making of washable dresses from designs following 
simple tailor lines. Hence, the projects selected for this course are: 
Project I : One muslin undergarment — for review of machine 
stitching and for achievement of speed and skill. Project II : Simple 
dress of firm, washable fabric and tailor design. Project III: Lin- 
gerie waist or skirt of a tailor design. 

The following analysis of a project in dressmaking indicates the 
organization of the subject matter and some of the larger topics for 
discussion included with the project: 

Analysis of the project — a garment. 

Discussion of suitable project, of suitable designs and ma- 
terials. 
Selection of materials. 
Designing the garment. 

Discussion of design as suited to the individual and the 

fabric. 
Discussion of the fabric as a factor limiting the choice of 
design. 
Construction of the garment. 
Adaptations of the pattern. 
Economy of cloth in cutting out. 
Putting parts of garment together. 
Technique and processes of fitting. 
Processes of construction — seams, hems, plackets, collar 

joinings, belts, etc. 
Processes of finishing. 
Decoration of the garment. 

Decoration as a factor in the value of the finished gar- 
ment. 
Decorative stitches and designs appropriate for the gar- 
ment. 
Estimate of earning accomplished through application of 
decoration. 
Standards of workmanship involved in the garment and in 

similar garments. 
Cost of the finished garment. 
Cost of materials. 
; Value of labor. 

Total cost of garment. 



PREVOCATIONAL TRAINING FOR GIRLS 783 

Course in Home Nursing. 

Adequate instruction in home-nursing should involve study, 
class discussion and laboratory practice. The following outline 
suggests topics for the class exercises: 

Equipment for sickness. 
The sick-room. 

Selection, furnishing, care, ventilation, temperature of the 
sick-room. 

Preparation of room for the patient. 
The bed. 

Kinds, mattresses, bed clothing. 

Making the bed. 

Changing the bed. 

Use of bed conveniences. 
Personal care of the patient. 

The daily routine. 

Bed-time preparation. 
Care of teeth and hair. 

Solutions for cleansing. 

Tooth brush drill. 

Combing the hair. 
Observation of symptoms. 
Taking of pulse and temperature. 
Making the chart. 

Medicines and the giving of medicines. 
Baths and packs. 

Sponge for cleanliness and comfort, sponge for reducing tern-: 
perature, foot and tub baths. 

Alcohol rub, hot and cold packs. 
Appliances and local applications. 

Ice bag, hot water bag, poultices, compresses, inhalations, hot 
fomentations. 
Home treatments. 

Enema: aural, nasal, vaginal douche. 
Preparation of trays. 
Bandaging. 
Emergencies. 

Wounds, burns, sprains, fainting, nose-bleeding, foreign 
bodies in the eye, shock, sunstroke, fractures, poisoning. 
Communicable diseases. 

Causes, detection, means of control, quarantine. 



'J'84 REPORT OF SCHOOL SURVEY 

Disinfectants and disinfection. 

Practical points in the care of special diseases and conditions. 
Care of the baby. 

Daily care, bath, dressing, feeding, importance of regular 
habits. 

Bathing the baby. 

The baby's food, and feeding the baby. 

Signs of health and of illness. 

The weight of the well baby, and weighing the baby. 

Care of the new-born baby. 
Care of the mother. 

Course in Food Study and Cookery. 

The following course in food study and cookery presupposes 
a background of the elementary school work in housekeeping, in- 
cluding simple cooking, and a course in biology or general science. 
The earlier topics (about one-third of the course) are outlined 
quite fully in order to indicate the method of the course — that of 
an applied science. Brief topical headings suggest the outline of 
the remainder of the course. 

Introduction. 

Interrelation of food-study with physiology and other 

sciences. 
The meaning of food preparation as an applied science. 
Ideals of the course and general plan. 
Review of digestion. 

Food study and cookery. 

Food classes and examples. 

Carbohydrates, proteins, fats, mineral salts, water. 

Carbohydrates. 
Starch. 

Source, synthesis and function in plant, methods of 
manufacture, composition, use as food, digestion 
of starch. 
Experiments to demonstrate : properties of starch, 
occurrence in foods, proportion of starch and 
liquid to form pastes and molds. 
Applications to cookery. 

Preparation of istarch molds. 



PREVOCATIONAL TBAINING FOB GIRLS 785 

Starch food products. 
Flour. 

Source, manvifacture, composition. 
Experiments to demonstrate composition and 

properties. 
Applications to cookery. 

Preparation of white sauce, cream soups. 
Sugar. 

Source, synthesis, and function in plant, manufac- 
ture, use as food. 
Experiments to demonstrate : properties, the use 
of the thermometer to test density and boiling 
point of syrups. 
Applications to cookery. 

Preparation of foodant, brittle candies. 

Cellulose. 

Occurrence, function in plants, distribution in foods. 

Use in digestion; commercial uses. 

Experiments to demonstrate properties and efifect of 

cooking. 
Foods containing high percentage of cellulose. 
Cereals, vegetables, fruits. 
Cereals. 

Source, composition of grains, production 

and manufacture. 
Effect of milling on composition of cereals. 
Value in diet, effect of cooking on structure 

and composition. 
Applications to cookery. 

Preparation of meal cereals, rolled ce- 
reals. 
Comparison of fireless cooker and 
double boiler processes. 
Vegetables. 

Classes, composition, food value, effect of 
cooking on structure and composition, 
principles controlling processes of cook- 
ing vegetables. 
Experiments to demonstrate composition 

and losses in cooking vegetables. 
Applications to cookery. 

Methods to conserve food value. 



786 REPORT OF SCHOOL SURVEY 



Preparation of vegetables containing 
starch, 'starch and sugar, cellulose, 
mineral salts. 
Preparation of vegetables containing 

chiefly mineral salts and cellulose. 
Preparation of vegetables containing 
protein, starch or sugar, mineral 
salts. 
Fruits. 

Fresh fruits. 

Composition of ripe and of unripe 
fruit, structure, use in the diet, pur- 
pose of cooking. 
Applications to cookery. 

Methods of serving and cooking 

fresh fruits. 
Influence of sugar syrup upon tex- 
ture and flavor. 
Preparation of apple sauce, baked 
and coddled apples. 
Dried fruits. 

The dried fruit industry, reasons for 
using dried fruits, composition as 
compared with fresh fruit, methods 
of replacing moisture. 
Applications to cookery. 

Preparation of dried fruits. 
Flours and meals. 

Structure of whole grain, kinds of flour and of 

meal, method of manufacture. 
Experiments to demonstrate composition of 
flour, development of gluten, separation of 
gluten from flour, elasticity and coagulability 
of gluten. 
Leavening agents, and the batter and dough series. 
Essential factors of light breads and cakes. 
Gluten. 

Gas for leavening. 
Leavening agents. 

Air, steam, carbon dioxide. 
Types of mixtures. 

Pour batters, drop batters, doughs. 



PREVOCTIONAL TRAIJS'ING FOR GIRLS 787 

Steam as a leavening agent. 

Source, amount necessary in proportion to 

flour. 
Application to cookery. 
Pour batters. 
Popovers. 

Ingredients, proportions (based 
on 1 cup liquid), method of 
combining ingredients, con- 
ditions for baking, oven tem- 
perature and test. 
Preparation of popovers. 

Carbon dioxide and steam as leavening agents. 
Source of carbon dioxide : soda, soda in 
baking powder, sugar fermented by yeast. 
Use of gas for lightening mixtures. 

Experiments to demonstrate formation 

of carbon dioxide gas by soda plus 

water, acid, sour milk, molasses, or 

cream of tartar. 

Approximate composition of baking 

powder. 
Estimation of soda proportion in bak- 
ing powder. 
Baking powder as a source of carbon diox- 
ide. 

Types: cream of tartar, phosphate and 

alum powders. 
Advantages and disadvantages of dif- 
ferent types. 
Applications to cookery. 
Pour batters. 

Griddle cakes, using sweet milk. 
Ingredients. 

Comparison of popover and 
griddle cake mixtures as to : 
thickness of batter, texture 
of product, proportion of 
flour to liquid. 
Necessity of leavening in addi- 
tion to steam. 



788 REPORT OP SCHOOL SURVEY 



Proportions of flour to liquid, 
of baking powder to flour; 
relation of fat to texture. 
Method of mixing simple bat- 
ters. 
Conditions for baking and 
standards for judging prod- 
uct. 
Preparation of griddle cakes. 
Soda and sour milk as a source of carbon 
dioxide. 

Neutralization of acid. 

Principles of neutralization. 
Experiments to demonstrate neu- 
tralization of acid and to deter- 
mine amount of soda required to 
neutralize acid of milk and of 
molasses. 
Relation of neutralization to composi- 
tion of baking powders. 

Approximate composition of bak- 
ing powder — one-fourth soda. 
Calculation of soda and baking powder 
required when substituting sour milk 
for sweet milk. 
Application to cookery. 
Pour batters. 

Griddle cakes, using sour milk. 
Ingredients, proportions, 
, etc. 

Preparation of griddle 
cakes. 
Development of batter and dough series. 
Thin pour batters. 

Popovers, cream puft's. 
Pour batters. 

Griddle cakes, waflles. / 

Drop batters. 

Muffins, quick breads, steamed breads 

and puddings. 
Muffins. 

Kinds, ingredients. 



PREVOCATIONAL TRAINING FOB GIRLS 789 

Comparison of drop batters and 

pour batters. 
Proportion of flour to liquid, of 

baking powder and soda to flour, 

fat to flour. 
Method of mixing, conditions for 

baking, standards for judging 

the product. 
Preparation of mufBns. 
Adaptations for whole wheat and 

Graham flour. 
Preparation of whole wheat and 

Graham flour muffins. 
Variations for cornmeal. 
Preparation of cornmeal mufiins. 

Steamed breads. 

Boston brown bread or steamed 
Graham bread. 

Neutralization as applied to 

the use of molasses. 
Ingredients, proportions, etc. 
Preparation of Boston brown 
bread or of steamed Graham 
bread. 

Transition batter from muffins to cake. 
Study of bread and pastry flours. 

Physical characteristics. 

Comprrative composition and 
water absorption. 

Calculation of substitution of 
pastry flour for bread flour. 

Basis of cake and pastry pro- 
portions, as given in cook 
books. 

Application to cookery. 
Cottage pudding. 

Ingredients, propor- 
tions, etc. 
Preparations of cot- 
tage pudding. 



790 REPORT OF SCHOOL SURVEY 



Cake. 

Characteristics : lightness, texture, 

flavor, baking, appearance. 
Comparison with cottage pudding 

as to texture, flavor. 
Significance of high fat in the mix- 
ture. 
Significance of high proportion of 

sugar. 
Comparison of gluten and albu- 
men in influence on texture. 
Use of different fats. 
Ingredients, proportions, etc. 
Preparation of foundation cake. 
Variations from foundation cake 
proportions. 

For a plainer cake, a richer 

cake, and for pound cake. 
Further applications involving 
use of molasses. 

Preparation of ginger cake, 
spice cake, graham pud- 
ding, suet pudding. 

Doughs. 

Kinds and composition of flour in 

relation to doughs. 
Basic proportion of flour to liquid. 
Development of gluten by knead- 
ing. 
Experiments to demonstrate gluten 
in flour and elasticity and coag- 
ulability of gluten. 
Application's to cookery. 
Baking powder biscuit. 
Pastry. 
Study of yeast and its relation to 
bread-making. 

Fermentation as a source of carbon 

dioxide gas. 
Commercial yeast production. 
Bread. 



PREVOCATIONAL TRAINING FOR GIRLS 791 

Food value of bread, and use 
in the dietary. 
Application to cookery. 
Bread-making. 
Proteins. 

Sources, composition, digestion of proteins, 

use to the body, properties. 
Experiments to demonstrate solubility, 

elasticity, coagulation, color tests. 
Applications to cookery. 

Poached eggs, scrambled eggs, cus- 
tards, omelets, fruit souffles, custard 
sauces, sponge cake. 
Fats. 

Sources, structure, composition, consist- 
ency, digestion of fats, use to the body, 
place in the diet, properties. 
Experiments to demonstrate structure, "try- 
ing out" of fat, soliibilities, decomposi- 
tion by heat, emulsification, saponifica- 
tion. 
Applications in household practice. 
Rendering of lard. 
Soap making. 
Applications to cookery. 
Deep fat frying. 

Emulsion salad dressings : mayonaise 
and French dressings. 
Mineral salts. 

Foods furnishing mineral salts, need and 

use of mineral foods, value of salads. 
Application. 

Preparation of salads. 
Preparation of salad dressing of cus- 
tard and white sauce type. 
Water. 

The need and uses of water to the body. 
Beverages. 

Tea, coffee, cocoa. 

Sources, production, composition, 
source of stimulation, methods of 
preparing beverages. 



793 REPOET OF SCHOOL SURVEY 



Preparation of tea and coffee. 
Study of some important foods. 
Milk. 

Source, composition, digestion of milk, 
value as a food, use in illness, cause 
of souring, standards of purity and 
of cleanliness, importance of clean 
milk, care of milk in the home, mar- 
keting of milk, ordinances relating to 
milk production. 
Experiments to demonstrate composi- 
tion, separation of curd from whey, 
pasteurizing and sterilizing of milk. 
Application to food preparation. 

Preparation of junket, "prepared" 
buttermilk, cottage cheese. 
Milk products. 
Butter. 

Composition, manufacture, reno- 
vated butter, butter substitutes. 
Application. . 

The making of butter. 
Cheese. 

Composition, manufacture, food 
value, digestion of cheese, com- 
parison with meat as to cast, use 
in the dietary. 
Application to cookery. 

Cheese wafers, rarebit, cheese 
fondue. 
Meats. 

Sources, kinds, structure, composition, 
food value, use in the dietary, ex- 
planation of tenderness and tough- 
ness, effect of cooking. 
Experiments to demonstrate structure, 
composition, solubility of constitu- 
ents, coagulation of protein, effect of 
cooking on toughness or tenderness 
and on structure. 
Study of cuts of meat and prices. 
Application to cookery. 



PEBVOOATIONAL TRAINING FOR GIRLS 793 

Preparation of tender cuts, — broil- 
ing. 

Preparation of roasts. 

Preparation of tougher cuts, — 
soups, stews. 

Preparation of left-over di'shes. 

Poultry. 

Composition, food value, tenderness 
and toughness, use in the dietary, 
comparative cost. 
Applications. 

Dressing of fowl. 
Preparation of roast fowl. 

Fish. 

Source, kinds, composition as compared 
with meat, food value, use in the diet- 
ary, comparative cost. 
Applications to cookery. 

Preparation of fish chowder, fried 
and baked fish. 

Planning and preparation of meals. 
Table service and table customs. 
Breakfast menus and planning a breakfast. 
Preparation and serving of a breakfast. 
Calculating the per capita cost of meal 

served. 
Luncheon menus and planning a luncheon 

at specified cost. 
Preparation and serving of a luncheon. 

Social functions. 

Types, forms of invitation, duties of hostess 
and guests, plan for a class function, di- 
vision of responsibilities, selection of com- 
mittees. 
Application. 

Preparation for the function. 

The function. 

Discussion of results of plan. 

Discussion of the course. 



794 RElPORT OF SCHOOL SURVEY 

Course in Dress Design, House Planning" and House Furnishing. 
Dress design. 

Design as fundamental to good taste in dress. 
Design as an economic factor in the finished product. 
Waists. 

Principles of proportion as applied to waists. 

Effect of different lines on apparent proportions of figure. 

Effect of color — hue, value and intensity. 

Characteristics of the fabric influencing the design. 

Problems of construction as influencing design. 

Sketching of waist design. 

Entire costumes.. 
Dresses. 

Consideration of proportion, line, color, fabric and 
construction as applied to: 
The normal figure. 
The stout figure. 
The slender figure. 
Designing of dresses. 

Hats. 

Consideration of shape of head and face and of in- 
dividual coloring. 
Designing of hats. 

Dress design as adapted to the individual. 

Consideration of size, proportion of figure, coloring and 
personality. 

Designing of dresses for given individual. 

House Planning and House Furnishing. 

Introduction. 

The house as an expression of the individuality of the 

family. 
The house as an efficient workshop. 
Essential considerations in building or furnishing a 

home. 

Choosing the site. 

Considerations in building in country and in town. 

Choice of lot. 

Position of house on lot. 



PREVOCATIONAL TRAINING FOR GIRLS 795 

Domestic architecture. 

Styles of architecture which may be adapted for use in 
domestic architecture: 
Colonial. 

English half timber. 
Italian. 

Western plain. 
Assembling of pictures illustrative of different types of 
houses. 
Planning the house. 

Space arrangement of house to satisfy general require- 
ments of: 
Living area. 
Working area. 
Sleeping area. 
Analysis of floor plans to show means of meeting above 

requirements. 
Factors controlling the drawing up of floor plans. 
The needs of the family. 
The cost of the house. 
Drawing of floor plans to fulfill specified conditions. 
Building the house. 

Cellar and foundation. 
Frame work. 
Building materials. 
Exterior design. 
Roofs. 
Windows. 
Doors. 

Projections — chimneys, porches, etc. 
Planning of wall space to show good design in arrange- 
ment of doors and windows. 
Estimation of costs. 
Furnishing the house. 

Woodwork — trim and floors. 

Consideration of use of dififerent woods, finishes and 

design. 
Estimation of costs. 
Walls and ceilings. 

Consideration of color for walls. 

Choice of hue for rooms as affected by use, ex- 
posure, and relation to adjoining rooms. 



796 REPORT OF SCHOOL SURVEY 

Desirable value relation between floors, walls 

and ceilings. 
Choice of color value as affected by exposure, 
use and size of room. 
Consideration of wall as a background — use of in- 
tense and neutral colors. 
Consideration of wall modifications secured by space 

divisions — panelling, position of molding, etc. 
Planning of given wall space to give increased and 

decreased height effects. 
Choice of color schemes for rooms of house. 
Exercises in mixing color appropriate for walls and 
ceilings, illustrative of hue and value. 
Floor coverings. 
Selection. 
Arrangement. 
Curtains. 

Selection. 
Arrangement. 
Heating. 

Types of heating systems. 
Chief characteristics. 
Estimation and comparison of costs. 
Ventilation. 

Requirements of good ventilation. 
Systems of ventilation. 
Plumbing. 

Fundamentals of good plumbing. 
Selection of fixtures. 
Placing of fixtures. 
Estimation of costs. 
Lighting. 

Types of lighting systems. 
Selection of fixtures. 
Placing of fixtures. 
Furniture. 

Factors influencing choice — type of house, money to 

be expended, size and use of rooms. 
Selection as to construction and design. 
Arrangement. 

Selection of furniture for house previously planned. 
Estimation of costs. 



PREVOCATIONAL TRAINING FOR GIRLS 797 

Kitchen utensils and equipment. 
Selection. 

Estimation of cost. 
Cleaning equipment. 
Selection. 

Estimation of cost. 
Silver, china, linen. 
Selection. 

Estimation of cost. 
Pictures and ornaments. 
Pictures. 

Selection. 
Framing. 
Hanging. 
Ornaments. 
Selection. 
Arrangements. 
Total estimate of cost of house and furnishings. 

Course in Textiles, Millinery and Dressmaking. 
Brief Course in Textiles. 

Introduction. 

Purpose of course. 

Consideration of the characteristics, qualities and 

identification of standard fabrics. 
Factors affecting the durability and cost of fabrics 
and desirability for different purposes. 
Textile fibers and fabrics. 

Relation of textile fibers to fabrics. 

Comparison of physical characteristics of cotton, wool, 

silk and flax in raw state. 
Cotton. 

Source, distribution, importance of industry, cultiva- 
tion. 
Manufacture into fabrics. 
Microscopic examination of cotton fibers. 
Properties and uses of fiber and value of by-prod- 
ucts. 
Adulterations and the methods of their detection. 
Weave construction as characterizing fabrics. 
Classes of weaves and their derivatives. 



■98 RBPOET OF SCHOOL SURVEY 

Tabby — basket, rib, bedford cord, pile. 
Twill — even, uneven, fancy, satin, sateen. 
Leno or gauze. 

Weaving of paper mats or of yarns illustrating com- 
mon weaves — tabby, even and uneven twill, satin, 
rib, etc. 

Cotton fabrics. 

Identification — names, characteristics, colons, price 

per yard, width, weave. 
Uses. 

Collection of standard cotton fabric samples. 
Mercerized cottons. 

Process of mercerization, effect on fiber, micro- 
scopic examination, typical mercerized cotton 
fabrics. 

Wool. 

Source, distribution, importance of industry, prepa- 
ration of fiber for manufacture into yarn. 

Microscopic examination of wool fibers. 

Properties of wool. 

Adulterations of wool, including substitutions, — 
reasons for adulterating, methods of detection. 

Manufacture of cloth from fiber — manufacture of 
yarn and cloth, finishing processes. 

Wool fabrics. 

Identification — names, characteristics, colors, price 

per yard, width, weave. 
Uses. 
Collection of samples of standard wool fabrics. 

Evolution of textile industries and present day manufac- 
ture of fabrics. 

Primitive textile industries as foundation of textile 
industries of present day. 
Hand spinning. 
Hand weaving. 

Development of modern industries from primitive 
methods. 

Inventions developing spinning — spindle, whorl, 
distafl:', spinning wheel, spinning jenny, water- 
frame, ring spinner, mule. 



PREVOCATIONAL TRAINING FOR GIRLS 799 

Inventions developing weaving: 
Hand loom. 
Colonial loom. 
Power loom. 

Flax and ramie. 

Comparison of flax and ramie as to production, man- 

factu^e, microscopic structure, properties, uses. 
Domestic and imported linens. 

Linen fabrics. 

Identification — names, characteristics, colors, price 

per yard, width, weave. 
Uses. 
Collection of standard linen fabrics. 

Silk. 

Source of fiber. 

Kinds — cultivated and wild. 

Silk industry — silk worm culture, preparation of silk 

for weaving, weaving and finishing of cloth. 
Microscopic examination of fibers. 
Properties of fiber. 
Adulterations. 
Substitutes — mercerized cotton, artificial silk. 

Silk fabrics. 

Identification — names, characteristics, colors, price 

per yard, width, weave. 
Uses. 
Collection of samples of standard silk fabrics. 

Mixture fabrics. 

Identification — names, characteristics, colors, price 

per yard, width, weave. 
Uses. 

Chemical study of textile fibers. 

Composition of cotton, wool, silk and flax. 
Identification tests. 

Solubility tests. 

Color tests. 

Relation of pure fibers to the quality of fabrics. 
Quality of the fabric as a factor in the value of the gar- 
ment. 
Movements for pure textile laws. 



800 REPORT OF SCHOOL SURVEY 

Brief Course in Millinery. 
Introduction. 

Purpose of course. 

Consideration of the principles underlying the selec- 
tion of hats. « 
Consideration of the economic returns of making 

hats at home. 
Designing and construction of hats. 
Principles of design as applied to the selection of hats. 
Appropriateness for costume. 
Suitability for purpose. 

Requirements of the season. 
The street hat. 
The dress hat. 
Design suited to the individual. 

Consideration of shape of head and face, coloring of 
hair and face, personality. 
Cost of hats in relation to selection. 

Earning accomplished by making hats at home, by trim- 
ming untrimmed shapes. 
Renovation of used fabrics and trimmings as a factor in 
the cost of hats. 
Construction of hats. 

Alteration of shape of hats — slashing of brims, lowering 

and raising crowns, cutting down brimS'. 
Wiring of frames. 
Covering frames — covering brim and crown, facing of 

brims, bindings, etc. 
Renovation of trimmings — renovation and cleaning of 
fabrics and flowers, washing and curling of plumes, 
mirroring of velvet. 
Making of hat trimmings — flowers, bows and ornaments. 
Trimming hats. 

Lining hats — fitted and shirred linings. 
Standards for judging hats. 
Workmanship. 

Appropriateness of design for use and for wearer. 
Value of the product in relation to cost of materials. 

Course in Dressmaking. 

The aim of the dressmaking course is the same as that 
of elementary dressmaking — teaching by means of the project 



PREVOCATIOXAL TRAINING FOR GIRLS 801 

certain principles and processes in technique fundamental to 
a knowledge of clothing construction. The essential steps in 
the analysis of the project are the same. The advance over 
elementary dressmaking consists in the use of technique and 
processes suited to the handling of wool and silk fabrics. 
The project's suggested are: the wool dress, or the wool 
tailored skirt and the silk waist. 

Course in Home Management. 

a. Review of Foods and Cookery with background of 
chemistry. 

b. The Family Budget. 

c. Household Accounts. 

d. Home Training of Children. 

e. Civic and Social Responsibilities. 

a. Review of Foods and Cookery. 

Introduction. 

Groups of lessons of previous course. 
Underlying principles of each group. 
Relation of chemistry to physiology and to food 
preparation. 
Food preservation. 

Causes of decay in food materials. 
Methods of food preservation. 
Preservation of fruits, vegetables, meats, eggs. 
Brief series of lessons following topics of earlier course, 
emphasizing principles of food preparation including 
chemistry, and involving on the whole more difficult 
manipulation than in previous course. 

b. The family budget. 

The family income. 

The typical family. 

Meaning of family income. 

Average wages and salaries in local community. 

Average incomes in local community. 

Needs of the family demanding a share of the in- 
come. 

Meaning of an income sufficient for "physical effi- 
ciency." 



H02 REPORT OF SCHOOL SURVEY 

Meaning of an income sufficient for "social effi- 
ciency." 
Necessity for wise expenditure of the income. 

The budget system. 

Its value in business management of the home. 

The divisions of the income. 
Food. 
Shelter. 

Operating expenses. 
Clothing. 
Incidentals. 
Advancement. 

Education. 

Religion. 

Savings and investments. 

Food. 

The food requirement of the individual. 
Function of food in the body. 
Function of each of the food principles. 
The basis of calculating the food re- 
quirement. 
Conditions increasing the need for food. 
Methods of measuring the food require- 
ment. 
The use of the calorie as a unit of 
measurement. 
The fuel value of food. 

Calculation of the fuel or food value of 

individual servings of food. 
Determining the food value of a meal. 
The maintenance, or energy requirement. 
The resting requirement for men and 

women. 
The variation for different degrees of 
muscle activity (work). 
The standard or 100-calorie portion as a 
basis of estimating the food value of the 
day's meals. 

Discussion and comparison of the 
standard portions of various food ma- 
terials. 



PREVOCATIONAL, TRAINING FOR GIRLS 803 

Preparation of table of 100-calorie por- 
tions. 
Estimation of the energy value of a 
day's meals, using 100-calorie por- 
tions as unit of calculation. 
Determining the food value of a meal, using 
the 100-calorie portion as the basis of cal- 
culation. 

Preparation and serving of dinner. 
Tabulation of food values — estimation 
of fuel value based on 100-calorie por- 
tions. 
Discussion of dinner. 
Cost of Food. 

The food requirement as a basis for 
estimating the minimum per capita 
cost of food per day. 
Analysis of the food requirement. 
Energy requirement. 
Protein requirement. 
Inorganic requirement. 
Energy requirement. 

Factors influencing the energy re- 
quirement. 
Muscle work. 
Age. 
Protein requirement. 

Food materials rich in protein. 
High and low protein standards. 
Estimation of daily protein re- 
quirement in different protein 
food materials. 
Inorganic requirement. 

Food materials as sources of min- 
eral salts. 
Analysis of day's menus to illustrate 
balanced and unbalanced diet. 
Balanced diet. 
Unbalanced diet. 

High in protein, in carbohy- 
drate, in fat ; low in mineral 
salts. 



801 REPORT OF SCHOOL SURVEY 



Planning of balanced menus for 
specified family. 
Estimation of day's meals as planned, 
in terms of 100-calorie portions. 
Energy requirement. 
Protein requirement. 
Energy furnished by fat. 
Calculation of energy and protein re- 
quirement for above specified family, 
and comparison with value of meals 
planned. 
Adjustment of plan for meals to food 

requirement of specified family. 
Computation of cost of above meals. 
Calculation of co'st per capita per day. 
Calculation of cost per man per day. 
Adjustments of previous menus as 
planned, to meet adequate food re- 
quirement at minimum cost. 
Plan groups of adequate meals at mini- 
mum cost. 
Preparation of meals as planned. 
Discussion of previous meals. 
Summary of essential considerations in 

planning of day's meals. 
Relation of diet to under-nutrition, 

over-nutrition, constipation, etc. 
Application of foregoing principles to 
preparation of meals by students in 
groups of two or three. 

Plan for day's meals at specified 
cost, with emphasis on economy 
of time and labor. 
Preparation of dinner. 
The typical family. 

Calculation of annual food cost for 

typical family. 
Relation of cost of food to diflr'erent 
incomes. 
Review of divisions of the income. 
Shelter. 

Adequate shelter for typical family. 



PREVOCATIONAI. TRAINING FOR GIRLS 805 

Cost of shelter. 
Rent. 

Prevailing rents. 

Rent as a per cent of income on in- 
vestment. 
Expenses of ownership. 

Interest on investment. 
Taxes. 
Insurance. 
Repairs. 
Depreciation. 
Renting" versus owning one's home. 
Co'st of shelter as related to different in- 
comes. 

Clothing. 

Standards for clothing requirement. 
Physical requirement. 
Social and esthetic requirement. 
Variations for different occupations. 
Cost of clothing. 

Factors affecting cost. 
Occupation. 
Social environment. 
Economy in buying. 
Elimination of labor cost through 
home manufacture of clothing. 
Relation of cost of clothing to different 
incomes. 

Operating. 

Items included under operating expense. 
Fuel, liglit, water, ice. 
Service, cleaning supplies, small re- 
pairs, replenishing of small equip- 
ment. 

Carfare, stationery, postage. 
Cost of fuel, light, water. 
Cost of service. 

Home versus commercial laundry 

work. 
Labor-saving equipment as substitute 
for service. 



806 RBPOET OF SCHOOL SURVEY 

Specific cleaning processes. 

Removal of spots and stains. 
Removal of tarnishes. 
Renovation of wood surfaces. 
Cost of operating- in relation to different in- 
comes. 
Advancement. 

Meaning of advancement. 
Education. 
Recreation. 
Benevolences. 
Savings. 

Saving in relation to physical and 

social efficiency. 
Insurance. 
Investments. 
Planning for advancement in the budget 
versus drifting. 
Summary of budget discussions. 
Points for emphasis. 

Income for physical efficiency. 

Minimum cost for physical efficiency of: 
Food, clothing, shelter, operating and 
incidentals. 
Incomes of working men, skilled artisans 

and professional groups. 
Responsibility of society for a wage provid- 
ing for physical efficiency. 
Meaning of a minimum wage. 
Income for social efficiency. 

Social value of social efficiency. 
Margin for advancement. 

Value of budget-making and household accounts. 

c. Household accounts. 

d. Home training of children. 

Introduction. 

The rights of the child. 

The right to be well-born. 

The right to good physical care. 



PRE VOCATIONAL. TRAINING FOR GIRI^S 807 

The right to be educated. 
The right to play. 
'J'he responsibility to children of mothers and fathers, of 
brothers and sisters. 

The responsibility to seek the companionship of 
children, to become companionable with children 
through learning their interests, enjoying things 
with them, respecting them, dealing justly with 
them. 
The responsibility of guiding the physical, mental 
and emotional development of children. 
Factors in the development of children. 
The child's wants or needs. 

The need for facts and experiences — 
the reason for the constant questions 
of children. 
The need for beauty — enjoyment of 
pleasing colors, sovinds, forms, tex- 
tures. 
The need for social participation — the 
taking part in the activities around 
him. 
The contribution of grown-ups. 
Intelligent physical care. 
Intelligent thought and effort to help in 
increasing the child's knowledge and 
experience — patient answering of 
questions, careful selection of toys 
and games, planning excursions, etc. 
Providing colors, music, pictures, con- 
tact with nature, to develop taste and 
appreciation. 
Care to allow children to help, to do all 
they can of the home work, care to 
develop self-control, unselfishness, 
desire to please, habits of courtesy, 
sense of obligation to others — these 
for the future development of the 
spirit of co-operation in family and 
community effort. 
Pertinent questions. 

What playthings and why? 



808 REPORT OF SCHOOL SURVEY 

What books and why? 

What music and why? 
The responsibiHty for providing educational opportunity and 

vocational counsel. 
The need for trained parenthood. 

e. Civic and social responsibilities of the family. 

Responsibility for maintaining an efficient home. 

Co-operation for enforcement of public health and wel- 
fare ordinances and regulations. 

Co-operation for establishment and support of educa- 
tional, recreational and benevolent agencies. 
Civic and social responsibilities of the home-maker. 

Community activities in which home-makers are taking 
part. 

Gain to the home from the home-maker's participation in 
community activities. 

Improved conditions of living brought about through 
community activities of women. 

Present day ideal of the representative home-maker. 

The economic importance of the home-maker. 



(B) Recommendations for Home Training and Other Prevocational 
Courses in the Intermediate School. 

Discussion of the plan and purposes of the intermediate school, 
of the manner of articulation with the elementary school, the high 
school, and the technical high school, and a general outline of the pro- 
posed course of study are included in chapter five. The purpose of 
this section is to discuss a little more in detail the plan for prevoca- 
tional courses for wage-earning occupations, and to indicate the artic- 
ulation with the vocational courses for girls and young women in the 
technical high school. 

Prevocational Training. The course of study proposed for the 
intermediate school provides for boys and girls alike, in the seventh 
and eighth years, three hours daily devoted to regular grade subjects, 
reading, written and spoken English, arithmetic, physiology and hy- 
giene, geography, history and civics ; one hour each day for assembly, 
music and physical training; and two hours daily for electives ar- 
ranged in two groups. The first group, or Plan I, is designed to give 
definite prevocational training and provides short unit courses in in- 



PRE VOCATIONAL TRAINING FOR GIRLS 809 

dustrial, commercial, household and agricultural arts, designed to re- 
veal the tastes and test the aptitudes of boys and girls for different 
fields of wage-earning employment, and thus to lead to intelligent 
selection of high -school work. Pupils who have completed the sev- 
enth and eighth years, including eight of such unit courses, proceed 
to the ninth year of the intermediate school or to high school or to the 
ninth year of the technical high school, as their capacities, leanings 
and needs direct. 

Plan I includes, for the seventh and eighth years, drawing two 
hours daily, and four ten-week unit courses of eight hours per week, 
to be chosen from commercial, industrial, household and agricultural 
arts. All girls electing Plan I will choose in the seventh year House- 
keeping and Garment-Making I from the household arts group, and 
in the eighth year all girls will choose Garment-Making II and Home 
Management from the same group. These home-training or household 
arts courses are outlined in the section. Recommendations for Home 
Training in the Elementary School. Two other short unit courses 
will be chosen by girls each year. A considerable number of courses 
are open to both boys and girls. Some girls will choose courses in 
the industrial and agricultural arts groups. Probably, however, the 
larger number will elect courses in the commercial and household arts 
groups. The courses other than those required of all girls which lead 
most directly to the courses of study for wage-earning occupations 
offered in the technical high school are : typewriting, commercial 
arithmetic and accounts, home-nursing and lunchroom or large-quan- 
tity cookery. The titles of these courses suggest their content. 
Fuller details as to the topics taught in a course in Home-Nursing arc 
suggested in the outline for home-nursing given in the preceding sec- 
tion. The course in Lunchroom or Large-Quantity Cookery must be 
worked out in connection with the lunchroom which will be needed in 
the intermediate school. The plan for such a course would contem- 
plate the preparation in the foods and cookery laboratory of food 
needed in the lunchroom, in the necessary quantities. It would in- 
volve such an arrangement of work for the individual girls that each 
would secure training and experience in a selected number of proc- 
esses. The danger in such courses is that the girls may be required 
to repeat operations unnecessarily, due to the demands of the lunch- 
room. 

General Training. The second group of courses, or Plan II, is 
designed to give general training and provides for a wider election 
than is offered in the seventh and eighth grades at the present time. 
It offers, as electives, modern languages, English literature, general 



810 EEPOET OF SCHOOL SURVEY 

science, and courses from Plan I, and is designed for pupils who are 
planning to enter the regular high school. Pupils completing the 
eighth year, including electives chosen from Plan II, continue in the 
ninth year of the intermediate school or proceed to the ninth year of 
the high school. 

Plan II includes, for the seventh and eighth years, drawing two 
hours daily, and a choice of eight hours daily divided between two 
subjects chosen from English literature, modern languages, general 
science, and commercial, industrial, household and agricultural arts. 
Girls will choose one home-training course and one other subject each 
semester. 

The program for the ninth year of the intermediate school is the 
same program as that for the seventh and eighth years in the matter 
of time distribution. The subjects offered are those of the ninth year 
of the regular high school, together with a larger number of elective 
courses. The courses from the home-training course of study in- 
cluded in the elective group are drawing and design, and elementary 
dressmaking. Topical outlines for these courses are given in the pre- 
ceding section. 



Part II. Vocational Training for Girls and Young Women, 

Recommendations as to Courses of Study in the Technical Hign 

School. 



The following section includes somewhat of discussion and ex- 
planation of the courses of study for girls and young women outlined 
in Chapter 5. These courses of study are designed to meet the needs 
of young women who are preparing for wage-earning employment in 
commercial work, salesmanship, the custom sewing trades, garment- 
making and power machine operating, catering and lunchroom man- 
agement, and as junior or attendant nurses. In each plan, the work 
of the first two years is designed to prepare for immediate employ- 
ment. The work of the eleventh and twelfth years is somewhat more 
technical in character, includes general courses for general education 
values, and is planned to prepare for employment at levels and under 
conditions promising larger opportunity in the w^ay of growth and 
advancement. 

Recommendations for the technical high school include an eight- 
period day. Each course of study proposed is built around a series or 
sequence of laboratory courses dealing with the subject matter and 



VOCATIONAL TRAINING FOE GIRLS 811 

technique of one of the wage-earning occupations. One-half or more 
of the school day is devoted to these technique or "trade" courses, 
while the other courses recommended for each program, especially in 
the ninth year, are chosen with special reference to the central series 
of vocational courses. 

The difference between such a series of vocational courses and 
the earlier prevocational course consists in a difference in aim, in con- 
tent, and in organization. The controlling purpose throughout is the 
production of a degree of skill, and the development of a measure of 
understanding of commercial conditions essential to successful em- 
ployment in the lower levels of certain skilled occupations. Hence, in 
such courses, a greater emphasis is placed upon standards of work- 
manship. Provision is made for a considerable amount of repetition, 
as necessary for the production of speed and superior technique ; 
progress is measured by comparison with commercial products and 
standards, and wherever possible by the sale of the class product; and 
the organization of school shops and workrooms is planned to approx- 
imate as far as possible the conditions of work in the occupations. 
The work and workrooms of the garment and dressmaking classes can 
be conducted much after the manner of commercial employment. The 
classroom for power machine operating can be so arranged and so 
managed as to provide conditions resembling the factory. The school 
lunchroom provides actual commercial conditions for students pre- 
paring for catering and lunchroom management, and the school can 
provide satisfactory conditions for commercial work. But, in order to 
provide the necessary opportunities for experience in salesmanshio 
and in practical nursing, it is necessary to secure the co-operation of 
stores, and of such agencies as children's homes, welfare clinics, 
homes for the aged, etc. 

The remainder of this section deals with a discussion of sales- 
manship, and with explanations as to the content of the vocational 
courses in each proposed course of study, and of such other courses 
as need to be especially adapted for correlation with the vocational 
courses. 

Commercial Woirk. 

Discussion and outlines of the course of study for commercial 
work are included iti Chapter 5. 

Salesmanship. 

Training for Salesmanship. 

It is safe to say that in St. Paul more than 7,000 persons are em- 
ployed in some capacity in retail and department stores as clerks or as 



81•^ REPORT OP SCHOOL SURVEY 

salespeople. This is the largest single line of employment among all 
the different vocations of the city and shows the importance of giving 
training in salesmanship in order to help the ambitious and promising 
among" this large group of wage-earners. 

The merchants of St. Paul realize the need of salesmanship train- 
ing for their employes. There have been commendable beginnings 
made by a few large stores in the training of their own salespeople 
which have stimulated interest in the matter. Everywhere the pro- 
posal of the Survey to establish courses in salesmanship in the public 
schools of the city met not only with the hearty approval of business 
men, but with promises to co-operate by giving the use of their stores 
for the practice work which high school pupils must get as a part of 
their training. Nowhere has the proposal met with such auspicious 
commendation ■ and assurances of help as in this city. With such 
backing, the plan proposed in this chapter is sure to succeed. 

Thus far no courses in salesmanship have been offered in the pub- 
lic schools of the city. The commercial courses have been confined to 
the education of clerks in such subjects as stenography, typewriting 
and bookkeeping, although for every person employed as a clerk in St. 

Paul, persons are engaged as salespeople of one kind or 

another. The rapid growth of the movement for training salespeople, 
however, has brought home to educators the desirability of salesman- 
ship as a school subject. 

There are four types of classes for the education of salespeople: 

A. High school classes for those who are preparing to go into 
the store work. These classes should be held in the Junior 
and Senior years. 

B. Part time extension classes for young workers in the stores, 
instruction being given on the employer's time. 

C. Evening classes for adult salespeople. 

D. Classes for employers such as might be given under the aus- 
pices of the Extension Division of the University of Minne- 
sota. 

§ 1. 
High School Classes in Salesmanship. 

The keen interest of high school principals and teachers in the in- 
troduction of this new subject into the course of study is due to a 
number of reasons. They are realizing the large field of employment 
which salesmanship offers to promising young people. They see that 



VOCATIONAL TRAINING FOR GIRLS 813 

for bright, energetic boys and girls, a career as a salesperson offers 
even better opportunities for quick promotion and desirable wage than 
some other lines like stenography, for which high school is already 
giving preparation. 

They recognize that the way to hold many young people who now 
drop out of the high school is to enrich its work with a wider variety 
of courses appealing to their interest and ability. Many young people 
would gladly remain through the four years if they could see some- 
thing in the future courses that would help them directly in wage- 
earning or which they have the interest and ability to finish success- 
fully. 

Many of those who now choose typewriting, bookkeeping and 
stenography fail because they have not the particular ability to suc- 
ceed in such work. Many drop the general course or the college pre- 
paratory course because they want something to do. This is apt to be 
true particularly in the adolescent age when boys and girls tire of 
"too much book knowledge" and feel that in "something to do" they 
would find the wisest use of their time. 

School men are coming to realize also that salesmanship courses 
in the high school tend to keep pupils in school longer. The money 
earned in the practice work as junior or special salespeople on Satur- 
days, or during Holidays or vacation or at other regular periods dur- 
ing the course which is required as a part of the training, makes it 
possible for those, who would otherwise have to leave school, to finish 
the course successfully and gain the valuable asset of a high school 
diploma. 

Another great reason why the courses in salesmanship hold those 
who would otherwise drop out is that the work combines practice and 
theory from the start and the demands of the store practice furnish 
the interest, the motive, the base on which all the instruction in the 
class room in such subjects as English, mathematics, economics, tex- 
tiles, color work, advertising and merchandise is built. Psycholo- 
gists are agreed that this is the best way to get interest and applica- 
tion in any subject. 

One of the largest benefits of salesmanship training in the schools 
is the opportunity it gives to select young people for their vocation 
properly. The pupil in the high school who selects this course nat- 
urally, does it because he wishes to go into this particular line of em- 
ployment. This in itself means a better worker and a more earnest 
student of the business. Through the practice work in the stores 
done in connection with this course, young people have a chance to 
try out different departments and to be tried out in different depart- 



814 REPOET OF SCHOOL SURVEY 

ments. The teacher and the store executive in charge have an oppor- 
tunity to see whether this is a wise selection of an occupation for the 
individual pupil. Parents also have an opportunity to study the ad- 
vantages and disadvantages of this kind of work while the pupils are 
still under the control of the school. If a pupil really likes the work 
even though he is not fitted for it, the teacher can strengthen the weak 
places and often make a valuable member of the community of one 
who without this direction would belong to the class of drifters. 

The right to a fair start in life is coming to'be recognized as part 
of a democratic system of education. Experience is of course a great 
teacher — probably our greatest. Salespeople get most of their train- 
ing in the store service and probably always will. We need the school 
to give them at least a fair start. It is not giving young people a fair 
start to send them into our complicated retail business where they 
must learn it entirely through hard knocks, to pick it up more or less 
by chance as the result of many years of untrained experience to serve 
for many years as a salesperson without the proper conception of what 
it all means. 

Instead of entering a store with some knowledge of its organiza- 
tion and of the qualities needed for success in the particular work to 
be done ; with some conception of the demands and opportunities and 
advantages of store service ; with some idea of the standards which 
ambitious young people should follow; with the dignity that comes 
from an appreciation of the worth of the calling for which one has been 
properly trained, we have sent our young people entirely untrained 
to the stores. Failing largely because of proper understanding of the 
business and their part in it, they have in too many cases become part 
of the drifting group of incompetent and discouraged ones, constantly 
hired and fired from both the large and small stores. 

Salesmanship training can be made very practical. The organ- 
ization and methods of the modern store with its need of special sales 
persons at certain seasons and at special sales, makes it possible to get 
employment for all the pupils on pay for a part of their time while 
attending the school. Indeed it is not possible to give instruction in 
salesmanship properly unless local stores are willing to co-operate in 
this way. Wherever this co-operation cannot be secured, no attempt 
to establish a course in the high school should be made. The use of 
the stores themselves as a training laboratory gives an advantage that 
cannot be over-estimated. They are the best, in fact the only place 
where practice work of any value can be taken by novices. With the 
stores so used, no artificial scheme needs to be attempted in the school. 
With the proper co-operation of the store people, opportunity will be 



VOCATIONAL TRAINING FOR GIRLS 815 

given every pupil to find out in a practical way such as no artificial 
scheme could afford, first whether the worker is fitted for salesman- 
ship and second whether he is fitted for the specialized work of this, 
that or the other line of merchandise within the store. Aside from 
every other consideration, the discipline of the store to which the 
pupil-salesperson must conform in adjusting himself to customers, 
co-workers and people in authority, is of inestimable value. 

Salesmanship offers rich opportunities to teach the subjects com- 
monly called "cultural" in a more effective way than by the use of the 
book alone. This is shown in the discussion on the course of study 
which follows and which will not be repeated here. 

Aside from the personal benefit received by those properly trained 
in salesmanship and from the advantages undoubtedly gained by the 
store through better trained employes, it must not be forgotten that 
the public is vitally interested in the improved service of the modern 
store which has become such a large factor in the promotion of better 
taste and refinement in modern life. 

The high school classes in salesmanship should be held in the 
new technical high school which this report recommends be built. In 
this way St. Paul will have a very unusual advantage over cities 
where it has been necessary to put the salesmanship work in the reg- 
ular high school and where difficulties with regard to the credit to be 
allowed for store practice and the adjustment of the pupil's daily 
schedule to the need for time off in order to get store practice at dif- 
ferent periods and seasons has often greatly hampered the work. In 
a technical high school where salesmanship will be recognized from 
the start as a vocational course and where there will be other voca- 
tional courses in some of which part time instruction of wage-workers 
will be given, this course for prospective salespeople will have a 
chance to develop here such as it has not as yet enjoyed in any other 
city. In a technical high school with its different point of view, its 
longer day, its flexible courses, all sorts of adjustments as to the store 
practice time of pupils in salesmanship can be made without interfer- 
ing too much with the regular program. Such a school must neces- 
sarily be near the business district so there will be little time lost in 
passing between school and store. 

The entrance requirement to this course should be that the pupil 
has finished the first two years of work in some high school either 
general or technical. Before being enrolled for the course, the rea- 
sons for the choice of it by the pupil should be discussed with the 
director of the salesmanship training. The nature of the work should 
be explained. Also the wages, the chances for promotion. 



816 REPORT OF SCHOOL SURVEY 

The course as has already been stated should be offered in the 
junior and senior years only. Employers realize more and more that 
older and more mature workers are needed for the important work of 
selling. With the course open only to those who have completed the 
sophomore year, the pupils are not ready to finish the training and 
take permanent positions until they are "about eighteen years of age, 
when they are old enough to realize the importance of the work and 
to take it seriously from the start. 

Merchants must make the positions worth while if they wish 
these high school graduates prepared to enter salesmanship as a 
trained profession. They must also remember they are in competition 
with office positions for which these young people might have been 
trained if selling did not seem attractive to them, and must fix the re- 
muneration accordingly. In many cities after trying these high 
school seniors in the part-time work, the merchants have been only 
too willing to agree on a minimum wage for those who have success- 
fully completed the course and who have shown their ability as sales- 
people to the satisfaction of the stores and the school. 

It is also recommended that a uniform wage be agreed upon for 
the days of practice. If this is not done, there will be a desire on the 
part of the pupils to go only to those stores paying the higher wage. 
As it is well for them to get a varied experience so that all may decide 
their future work wisely, this uniform wage arrangement makes no 
distinction and the workers are placed in one store as easily as an- 
other. 

The school does not act in any way as a placement bureau. 
Pupils should apply for a position directly to the store. This they 
should do at the very beginning of the practice work. When the 
order comes in from any store for a certain number of girls or boys, 
they should be sent to the employment office to be selected and judged 
as though they were really seeking a position. If for any reason such 
as personal appearance, general cleanliness, courtesy or ability the 
employer thinks he would not engage the candidate, it is well to have 
the lesson learned right there. Slowly but surely by such experiences, 
these young people learn the lesson of what standards they must 
meet, while the school is still in a position to help them profit by the 
lesson in every possible way. 

The arrangements for the time of practice work at the stores is 
perhaps the most important problem to be met. In considering the 
practice work one must always consider the days and seasons on 
which the stores need extra specials. In a vocational course it will be 
possible to let the pupils go at the times when the stores most need 



VOCATIONAL TRAINING FOR GIRLS 817 

them. This will give them more normal conditions for work, more 
chance to show what they can do and it also makes for the stores a 
permanent force of junior specials from which they can draw when 
needed. In St. Paul, the days when the stores need extra people are 
Saturdays and Mondays. In the technical high school, it will be pos- 
sible to organize the course so that the pupils will be free to take their 
practice work on these days when needed. In fact a certain amount 
of practice work will be required as a necessary part of the salesman- 
ship course. The month of December and a week or ten days before 
Easter will be times when the pupils can get consecutive experience. 
This has special value because each pupil then will be more responsi- 
ble for a certain definite piece of work from day to day and can watch 
improvement and development. The consecutive days of experience 
are as important as the Saturdays and Mondays, and time and credit 
must be allowed for this. 

As the work progresses and the stores learn how to do their part, 
more specialized training can be given. For instance, instead of ask- 
ing for forty or fifty pupils for a special season, a well organized store 
can designate so many needed for jewelry, for handkerchiefs, for toys, 
for neckwear, etc. This will make it possible for the teacher to pre- 
pare in special merchandise subjects and enrich the course. The girls 
can also be given time to go to the stores for instruction by the head 
of the department or anyone whose business it is to instruct in this 
work. When it is known, as it always is in the fall, that extra girls 
are going to be needed, the number needed can be sent to the teacher. 
These girls can go to the employment office and when accepted can 
then give three or four afternoons from three to five o'clock for spe- 
cial instruction on the system in that store. If they are to go into 
cashiering positions, the system and policy instruction is all that is 
necessary. Later on when they are prepared for the selling positions, 
special instruction in merchandise should be given. If this plan is 
carried out and the girls can be working on Saturdays and sometimes 
Mondays through October and November, when December comes 
they then have the great advantage of being ready and trained for the 
work they are doing. The day after Christmas, many specials are 
discharged, but with this part-time plan these specials can go back to 
school strengthened and ready for better school work. 

The ultimate aim of the work is to give through the specialized 
education a broad general education, that is, the attempt is made "to 
train the all-around individual." The immediate aim is to train boys 
and girls for this special kind of work. 



818 REPORT OF SCHOOL SURVEY 

A reading of the 'course of study outlined below will show that 
all the different subjects studied connect either with the life or the 
occupation in which the pupil is interested and which he is beginning 
to follow. This is illustrated by the description of the comment on a 
number of subjects in the course which follows : 

English. One cannot go to work in the stores without realizing 
the need of good oral English, of a large vocabulary, of ease of expres- 
sion, a well-modulated voice and good descriptive ability. When 
these needs are taken up in connection with merchandise or service or 
with any activity of the business in which the pupils get their practice 
work, much eager interest is shown. The English work which before 
has in many cases been done half-heartedly becomes at once one of the 
most vital of subjects. 

The textile course has not only direct bearing on the merchandise 
sold but a large personal value to the girls who are the future pur- 
chasing agents of homes. If they know kinds and grades and there- 
fore value, they can not only help the customer to purchase more intel- 
ligently and therefore more economically, but will be able to do the 
same for themselves. Commercial geography and colonial history are 
a vital part of the textile course and take on a new interest and signifi- 
cance when taught in connection with it. So with the chemistry of 
textiles. Textiles afiford the best opportunity to teach girls princi- 
ples of taste and good judgment in the selection of color and design 
for different situations. The textile course also enriches the English 
course by giving the girls subjects to write about which are not only 
interesting to girls in themselves but definitely and closely connected 
with the pratcical work they are doing in store and classroom. Con- 
stant practice in the selection of textiles to illustrate principles calls 
for judgment and clear thinking. Deducing principles from experi- 
ence trains them to think, which is true education. 

Pages could be written on the education that comes through the 
study of all the different kinds of customers, of the daily practice in 
this laboratory which may be compared to any other laboratory so far 
as training goes. For instance, if the pupils have begun to think on 
all the many problems connected with ^ "^^ing, each sale becomes an 
experiment, the observation and inferences follow, and this repeated 
day after day and many times a day trains the judgment. No one 
can give a rule, or a plan for the exact treatment of any one customer 
at a given time. It is only by this training of the mind, of the judg- 
ment, that this can be done. 



VOCATIONAL TRAINING FOR GIRLS 819 

§3. 

Other Classes in Salesmanship. 

The limits of this report will not permit discussion of these 
classes. Attention is called to the brief discussion of evening courses 
in the subject given at the close of Chapter V, § 4, on the evening 
classes recommended for the public schools. The problem of part 
time classes for young workers already employed in stores is after all 
that of giving as much of the subject matter outlined below for high 
school pupils as the time given by these workers to the class will per- 
mit. Hence the same outline should serve for both types of classes. 

§3. 
The Teacher. 

Lastly, great emphasis must be placed on a well-equipped spe- 
cially trained teacher for this particular kind of work. Salesmanship 
deals with a broad training of the mind. As all the work requires 
constructive ability, better results are obtained if we have a teacher 
with broad education who has also had special training in the business 
as the result of daily work in both large and small stores. Some 
schools in the past have tried taking the teacher from the school, or a 
sales person from the store to teach the salesmanship course. The 
teacher has not been successful because she did not understand the 
needs of the stores, the positions and organization, and was not used 
to working with business people. On the other hand, the sales per- 
son, no matter how good in her own particular field, has not had the 
preparation for teaching. She does not know how to present the 
subject. Above all, she does not know how to lead discussion. 

The best results have been obtained by teachers of broad experi- 
ence and education, who have taken special training in the business. 
They then combine pract^ "knowledge with constructive leadership 
necessary to the proper development of the course and the proper 
education of its pupils. Too much stress cannot be laid on the im- 
portance of beginning with such a teacher. It is far better to wait 
until the work can be developed and organized by one who can handle 
successfully store work and school work than to begin, as has often 
been done with those poorly equipped. This leads to lack of confi- 
dence and in the end defeats the purpose of the course. 



820 REPORT OF SCHOOL SURVEY 

The teacher must work with the employer, employe and the 
school authorities in developing the work. This cannot be done un- 
/ess the teacher has had extensive and successful store experience. 
The subjects must be presented in the right way. Time must be 
given for follow-up work, consultation with the employer and obser- 
vation of employes in stores. Careful records must be kept of the . 
work done and the progress made by the pupils. When salesmanship 
is carried on in a city having a large number of pupils taking the 
course there should be one director or co-ordinator who would keep 
in constant touch with the stores and know what positions are open to 
specials and assigning such specials to different stores on request. 

Practically the only expense in a course of this kind is the spe- 
cially trained, well-equipped teacher. The laboratory is the store, the 
equipment the merchandise, which can be studied in the store or bor- 
rowed from the store to be studied in class. The instruction coming 
out of such a course as has been outlined, will be more vital and 
sound because it willhave come out of the pupil's own experience. 
There is not so much effort of memory and mechanical routine as in 
book subjects. When subjects studied are so close to occupation, live 
interest and intelligent enthusiasm naturally follow. Out of such ex- 
perience and such work there comes a discipline which is invaluable 
to the individual. 

Suggested Courses of Study for Salesmanship in the High School. 

A two-year course suggested for pupils in the junior and senior 
classes in the St. Paul high schools. 

Junior Year — Course of 40 Wrecks— 7 Periods a Week. 

Principles of salesmanship 2 periods 

Laboratary practice in stores — 1 day's work counts for. . 2 " 
Textiles, including color and design applied to textile, fab- 
rics, clothing, house furnishings 1 period 

Merchandise — other than textile fabrics 1 period 

Hygiene ) 

Business arithmetic) 1 " 

Related academic subjects which I think should be correlated 
with salesmanship. 

Commercial geography 1st term 

Industrial history 2nd term 

A language or a science. 
English. 



VOCATIONAL TRAINING FOR GIRLS 821 

Senior Year — Course of 40 Weeks — 7 Periods a Week. 

Salesmanship 4 periods 

This includes credit for laboratory practice in stores. 

Textiles 3 periods 

Merchandise other than textile fabrics 1 period 

Related academic courses: 
Economics. 

A language or science. 
English. 

A Brief Explanation of the Suggested Course of Study. 

Principles of salesmanship included for Junior Year: 
Introductory lessons in store organization. 
Store system and practice in making out saleslips. 
Oral reports and discussions of pupils' store experiences. 
Principles of salesmanship for senior year includes : 
The analysis of a sale and other topics. 
Demonstration sales. 

Reports and discussions of store experiences. 
Textiles, see outlines on textiles and color and design. 
Merchandise, a suggestive outline is given, page 199. 

Other merchandise could be taken up in a similar way. 

China, pottery, glass. 

Kitchenware. 

Jewelry. 

Gloves. 

Boots and shoes. 

Knit goods, hosiery, underwear, etc. 

For other courses, see following outlines: 

Salesmanship Subjects. 

1. Store organization. 
Evolution of a department store. 

Distribution of work in department store. 
Relation of division of work, one to another. 

2. Store directory. 

3. Approaching a customer. 

4. Care of stock. 

5. Presentation and selling points of merchandise. 

6. Closing" the sale. 



822 REPORT OP SCHOOL SURVEY 

7. Service. 

8. Suggestive selling. 

9. Advertising. 

Aim and forms. 
Methods. 

10. Store system (see outline on store system). 

11. Control of waste. 

12. Demonstration sales as often as teacher considers necessary. 

Store System. 

Importance of accuracy and legibility on saleslip. 

Significance of the parts and need for printing on slip. 

Sale to be made out — cash delivered — payment by check ; payment by 
money order. 

Sale to be made out — cash send. 

Discussion of delivery rule within and without Minnesota. Parcel 
Post — express. 

Use of special delivery sticker (rush or immediate). 

Use of "Special Messenger." 

Sale to be made out — Charge delivered with coin ; charge delivered 
without coin. 

Discussion of the opening of an account — deferred charges ; em- 
ployees' charges. 

Sale to be made out — ^charge and send to same person. 

Discussion — sending goods on "approval" — memo, charges. 

Sales to be made out — charge to one, send to another, charge to one, 
send to another, purchased by third. 

Sales to be made out — exchanges, even exchanges, uneven. 

Discussion of refunds and credits. 

Sales to be made out — C. O. D. ; C. O. D. allow examination. 

Sales to be made out — part payment C. O. D. 

Discussion of deposits and advance payment. 

The use of the shopping card (till, transfer or traveler). 

Discounts — retail loss. 

Discussion of future date sales. 

Special orders promise slips. 

Review sales requiring floor manager's signature. 

Textiles. 
General Outline : 

Introduction to the subject. 

1. Importance of a knowledge of textiles. 



VOCATIONAL TRAINING FOR GIRLS 833 

2. Definition of terms. 

3. Classifications of fibers. 
Evolution of spinning. 

1. Simple demonstration. 

2. Discussion of old wheels and modern methods. 
Evolution of weaving. 

1. Brief discussion of history of industry. 

2. Simple demonstrations. 

3. Distinction between hand and power looms. 
Lesson on weaves. 

1. Simple. 

2. Twill. 

3. Sateen. 

4. Pattern. 
Wool. 

1. Wool-bearing- and hair-bearing animals of value in textile 

industry. 

2. Commercial geography of wool. 

3. Characteristics of fiber. 

4. Discussion of shrinkage of wool. 

5. Brief explanation of manufacturing processes with help 

of pictures and samples of the material in different 
stages of manufacture. 

6. Distinction between woolen and worsted materials. 

7. Explanation of shoddy and other remanufactured wools. 

8. Study of finished product. 

9. Review. 
Cotton. 

1. Importance of cotton historically, industrially, econom- 

ically. 

2. Commercial geography. 

3. Cultivation. 

4. Characteristics of fiber. 

5. Simple tests for quality. 

6. Mercerization and other special processes. 

7. Study of finished product. 

8. Review. 
Linen. 

1. Commercial geography of flax. 

2. Cultivation. 

3. Manufacturing processes. 

4. Differentiation of cotton and linen. 



834 REPORT OF SCHOOL SURVEY 

5. Study of finished product. 
Silk. 

1. Commercial geography of silk. 

2. Discussion of silk and simple tests. 

3. Weighing of silk and simple tests. 

4. Study of finished product. 

General Review. 

Tabulated comparison of fibers. 
Less important textile fibers as jute, hemp, sisal, etc. 
Chemical and microscopical analysis. 

1. Comparative study of textile fabrics under microscope. 

2. Chemical tests. 

a. For animal fibers. 

b. For vegetable fibers. 

c. For wool and silk. 

d. For cotton and linen. 



Color. 

Introduction : The place of color in a salesmanship course. 

A. The source of color — illustrations with prism. 

B. The spectrum circuit. 

C. Six-stranded colors and intermediate hues. 

D. Families of color. 

Review with merchandise. 
Color properties. 

A. Use and application of terms : 

1. Hue. 

2. Value, tint and shades. 

3. Intensity. 

B. Review of 1, 2, 3 with merchandise. 

C. Illustrations from nature. 

D. Discussion of discriminating and tasteful use of color in dress. 

A. Subduing and neutralization of colors. 

1. Addition of white or black. 

2. Complimentary colors and their neutralizing func- 

tion. 



VOCATIONAL TRAINING FOR GIRLS 8^5 

B. Value of neutrals. 

1. In backgrounds. 

2. In effecting contrasts. 

C. Use of color tops in producing different degrees of intensity. 
Color combinations. 

A. As seen in nature. 

B. Applied to dress. 

C. Illustrations of color harmonies. 

1. Dominant. 

8. Complementary. 

3. Analagous. 

4. Complex. 

D. Class report of color combinations observed. 

1. In display of merchandise in windows and cases. 
8. In costumes, millinery, etc. 
C. Critical discussion. 

Illustrative material used whenever possible. 

Color sales. 

A. Arrangement of colored fabrics. 

1. Family groups. 

2. Intermediate hues and standards. 

3. In orderly series according to value. 

Colors as worn by different individual types. 

A. Demonstration with pupils. 

B. Analysis of color schemes suited to certain types., 

C. Distinction between warm and cool colors and their use with 

varying complexions. 

Costume combinations. 

Samples selected by each pupil for herself submitted for class dis- 
cussion, then mounted on colored background and labeled. 
Suitably emphasized. 

Review. 

Design. 

The place and function of decoration. 
Essential principles. 
Rhymth. 
Balance. 
Proportion. 
Unity. 



836 REPORT OF SCHOOL SURVEY 

Principles developed through observation and study of laces, em- 
broideries, fabrics, etc. 

Study of Units. 

Symmetrical. 
Balanced. 
Geometric. 
Radial. 

Use of these forms in connection with house furnishings, wall papers, 
rugs, china, ceiling decoration, centerpieces, borders. 

Use of stripes, yokes of different shapes, panels, etc., in relation to 
dress for varying types of figures. 

Practical demonstration with members of the class. 

Study of hats suited to varying types in relation to : 
Features. 
Hair. 
Figure as a whole. 

Practical demonstration with members of the class, as in preceding 
lesson. 

Distinction between conventionalistic and naturalistic design. 

Pictures versus pattern. 

"Imitation is not art." 
Discussion of various supposedly useful objects: Vases, pincushions, 
clocks, sofa pillows, candlesticks, etc. 

Development of critical judgment through application of reason and 
common sense. 

Furnishings : Considerations of importance in furnishing a room. 
Exposure. 
Use. 

Dimensions. 
Color scheme. 
Simplicity. 
Sincerity. 
Expense. 

Students make application of principles of color and design in com- 
pleting and coloring the outline of a simple interior. 

Lecture on arrangement of different kinds of merchandise for show- 
case and window display. 

Study and application of principles in showcase and handwork shop. 



VOCATIONAL TRAINING FOR GIRLS 827 

Art Museum : 

1st hour — Stereopticon lecture by director of the museum on 

"Good and bad tastes in house furnishings." 
2nd hour — Tour of museum. 

General Review. 

Merchandise. 

Note. — Millinery has been selected simply to show how the mer- 
chandise work is taken up. 

Introduction to the subject. 

1. Discussion of the kind of merchandise sold by pupil 

and the problems that present themselves in a milli- 
nery department. 

2. Information needed by a saleswoman in the millinery 

department. 
Material used in hat shapes. 

1. Names of materials. 

2. Characteristics of materials. 

3. Advantages and disadvantages. 

4. Talking points. 
The manufacturing of hats. 

(Visiting a hat factory if possible.) 
Hat trimmings. 

1. Kinds of trimmings. 

2. Talking points of each kind. 

3. Trimmings suitable for shapes, purpose, customer. 
Information to increase the saleswoman's interest in her merchandise. 

1. History of millinery. 

2. Famous designers and milliners. 

3. The trend of fashion. 

Practical concrete application of principles taught. 

Hygiene. 

I. Public hygiene. 

1. Work of board of health. 

2. Responsibilit}' of citizens. 
II. Personal hygiene. 

1. Bathing. 

2. Personal appearance — care of clothing and person. 



828 KEPORT OF SCHOOL SURVEY 

3. Ventilation. 

4. The foot and footwear. 

5. Constipation and menstruation. 

6. Digestion and diet. 
T. The nervous system. 
8. Reproduction. 

III. Individual and class instruction in physical education as applied 
to the needs (^f department store workers. 

lUulgct Work. 

Taken in connection with economics. 
Meaning of budget. 
Value of budget for high school girl. 
Discussion of the spending of a week's wages. 
Proportionate per cent allowed for: 

Rent. 

Food. 

Clothing. 

Amusements. 

Incidentals. 
Savings. 

Purpose. 

Means. 

1. Through individual care. 

a. In planning budget. 

b. In keeping cash account. 
v\ Through deposits. 

Class is taught to make cash accounts. 

The planning of a clothing budget for a woman earning the mini- 
mum wage. 

The planning of individual clothing budget of the members of the 
class. 

Arithmetic. 

The purpose of the work in arithmetic is. primarily, to dispel the 
fear of the subject that many seem to possess. In this course, the 
processes are simplified and applied immediately to the actual daily 
situations. By so doing, the value of a certain amount of arithmetic 
is appreciated and a keen interest is created in the subject. 



VOCATIONAL TRAINING FOR GIRLS 839 

Plan of Work. 

Addition. 

Analy.sis of niiml)er combinations and selection of difficult ones to 

stud}'. 
Much drill s^ivcn daily, tallies beinj;' used for problems. 
Multiplication. 

'Phe few difficult combinations selected and applied at once on the 
saleslips. 
Subtraction. 

Tau^^ht as a form of addition and made practical in deducting 
credits. 
Division. 

Reviews in connection with fractions. 
Fractions. 

Meaning- of fractional parts illustrated. 

Process of division reviewed and drilled upon. 

Fractional parts of yards, dollars and dozen, commonly met in 

store work discussed. 
Shop methods of computing fractions discovered and made auto- 
matic. 
Decimals. 

Interpreted as a group of fractional parts whose value may be 

expressed in two ways. 
Fquivalents of common and decimal fractions familiarized. 
Drill given in connection with ordinary fractional parts of a dol- 
lar.' 
Percentage. 

Per cents interpreted as a group of fractional parts whose value 

may be expressed in three ways. 
Drill upon expressing the value of the ])er cent in either form de- 
sired. 
Application of principles of percentage to daily problems of: 
Commissions. 
Discounts. 
Profits. 
Reductions. 

Interests. 

Personal cash accounts made out. 
Relation of expenditures to income studied. 



830 REPORT OP SCHOOL SURVEY 

Throughout the work, operations are shortened whenever possible 
and store methods of reckoning are emphasized. 



Dressmaking. 

In the course of study outlined in chapter V as training for seam- 
stresses and dressmakers, the plan for the ninth and tenth years is 
designed to prepare young women for employment as seamstresses in 
the custom dressmaking trade, beginning commonly at the minimum 
full wage. The program suggested for the eleventh and twelfth years 
is designed to furnish additional technical training, together with such 
a background of general education as will fit the young women com- 
pleting the course for independent work as dressmakers, following a 
sufficient period of experience in the trade. 

Throughout the* first two years the work is centered around the 
courses in garment-making and dressmaking, supplemented by closely 
correlated courses in design, applied largely to dress design and dec- 
oration. 

The content of courses in garment-making and dressmaking con- 
sists of certain types of technique, of processes of garment construc- 
tion, and of a knowledge of materials as they are related to technique 
and construction. It has not as yet been fully analyzed, and is diffi- 
cult to put into clear statement. This subject matter is taught 
through a series of projects involving technique of dififerent types and 
of varying difficulty. Successful planning of vocational courses in 
garment-making and dressmaking consists, therefore, in the choice of 
projects, in the allotment to each project of the minimum time neces- 
sary for achieving proficiency in the technique involved in the project 
and in the reality of the work as compared with actual trade condi- 
tions. The choice of projects will be limited in a community by the 
possibilities of marketing the project. 

Garment-Making. In general, a course in garment-making in- 
cludes the technique associated with machine sewing, a knowledge of 
the par4:s and the joining together of simple garments, and of the 
processes of construction invloved in the making of simple garments, 
a knowledge of washable cotton and linen fabrics, and the technique 
of hand-sewing. Suitable projects for such a course are: all-over 
aprons, muslin undergarments, children's clothes and infants' wear. 

Dressmaking. In general, the essential content of courses in 
dress-making consists of a knowledge of cutting and fitting, of the 
qualities of dress fabrics as they limit design and demand special 



VOCATIONAL TRAINING FOR GIRLS 831 

technique, and of the technique and processes of construction which 
are specific for different materials and different projects. Suitable 
projects are: simple dresses of firm, washable fabrics and of soft cot- 
ton or linen fabrics, tailored skirts, tailored wool dresses, silk waists 
and dresses. In the simpler projects, necessary repetition for skill 
may be secured through repetition of entire projects, and simpU^ 
washable dresses find ready sale. In the projects involving the use 
of silk and wool materials, necessary repetition in practice is secured 
through a class organization similar to the apprentice plan of the 
dressmaking shops. The more advanced students meet customers, 
design garments, and do the cutting and fitting, while the sewing and 
finishing is given over to less advanced students according to their 
proficiency. 

Textiles. The outline for a course in textiles suggested in a pre- 
ceding section — Home Training in the High School — will, in the 
main, serve as an outline for a course in textiles to supplement the 
courses in garment-making and textiles. 

The foregoing plan for the ninth and tenth year does not differ 
'essentially from the plan of the two-year courses in dressmaking 
offered in the trade schools of several of our larger cities. The pro- 
gram suggested for the eleventh and twelfth years is offered as a sug- 
gestion, in the belief that there is need of such a course for young 
women who can complete four years of high school work before enter- 
ing upon wage-earning employment. 

Garment-Making and Power Machine Operating. 

The course of study proposed in chapter V as preparation for em- 
ployment in the garment trades as power machine operators covers 
only the ninth and tenth years. With the exception of the courses in 
power machine operating, the vocational courses which are a part of 
the program are outlined in preceding sections of this chapter. 

Power Machine Operating. This course includes instructions in 
the use of the various kinds of machines employed in the manufacture 
of simple garments. The machines commonly employed in thp man- 
ufacture of shirts and many simple garments are those for tacking, 
seaming, joining, serging, felling, hemming, button-sewing and but- 
tonholing. The overall factories use button-clamping machines. 
Hemstitching machines are operated by trained workers in many 
dressmaking shops. A complete course in power machine operating 
would provide instruction and experience in the use of these ma- 
chines. 



832 REPORT OF SCHOOL SURVEY 

Catering and Lunchroom Management. 

In common with the course of study for seamstresses and dress- 
makers, outHned in chapter V, the proposed program for catering and 
lunchroom management includes a unit plan for the ninth and tenth 
years, designed to prepare young women for employment in the cook- 
ing or service departments of cafeterias, restaurants, etc. The pro- 
gram suggested for the eleventh and twelfth years has been outlined 
in conference with women employed as managers of their own or of 
other food service businesses, and is suggested as a means of preparing 
young women for management, after a period of experience in the 
various departments of the business. 

The titles of the courses proposed are largely self-explanatory. 

The Course of Study for Junior and Attendant Nurses. 

The program proposed in chapter V for the ninth and tenth years 
is designed to prepare young women for employment as mothers' 
helpers and caretakers of children. In addition to courses already 
outlined, the vocational courses suggested are : child study and prac- 
tice work in day nurseries, kindergartens, welfare clinics, etc. The 
courses adapted to the vocational ends of this program are : children's 
games, English including literature for children, story-telling and 
reading aloud; design including handwork for children. Silimar pro- 
grams for training junior nurses are being carried out in girls' voca- 
tional schools. Young women completing such courses find employ- 
ment at wages of $25 to $30 per month, including laundry and some- 
times uniforms. 

There is a growing demand for practical or attendant nurses. 
The course of study suggested includes vocational courses previously 
discussed, and practice work as attendant nurses throughout the two 
years. The success of such work would depend entirely upon the co- 
operation of philanthropic agencies rendering some form of nursing 
service, such as homes for the aged, the Salvation Army home, etc., 
and of such agencies as the visiting nurses' association and the wel- 
fare department of the Metropolitan Life Insurance Co., etc. It is 
believed, however, that some agreements could be made through 
which experience in bedside nursing, in the care of convalescents, and 
of invalids, etc., etc., could be provided. 

Competent attendant nurses find ready employment at $10 and 
more per week, this wage including also living and laundry. 



APPENDIX 833 



APPENDIX. 

PART I. 

Detailed Courses of Study for Men. 

The following short unit courses are suggested as possible 
courses to be offered for men in the evening schools of Saint Paul. 
There are probably many others which need to be developed to meet 
the demands of different groups. As a principle of action, classes 
should be opened whenever a group of twenty-five people request in- 
struction in a specific phase of their day employment. 

Unit Courses in Automobile Repair and Construction might in- 
clude : 

1. Elementary shop work in automobile repair and con- 

struction 50 lessons 

2. Advanced shop work in automobile repair and con- 

struction 30 

3. Lectures on frames and axles 5 

4. Lectures on motors and lubricating 15 

5. Lectures on carburetors 5 

6. Lectures on transmissions, clutches and steering 

gears 10 

7. Short lecture course on ignition and magnetos 10 

8. Short lecture course on starting and lighting 5 

9. Advanced course on ignition and magnetos 25 

10. Advanced course on starting and lighting 25 

11. Sketching, plan reading and mathematics for the 

automobile 20 

12. Garage organization and management 10 

13. Garage records and cost systems 10 

14. Salesmanship of automobiles 10 

15. Salesroom record and cost systems 10 

16. Advantages and disadvantages of different types of 

automobile devices and construction 10 

17. Shop work on the drill press 10 

18. Shop work on the lathe 25 

19. Shop work on the planer 10 

20. Shop work on the shaper 10 



834 EBPORT OF SCHOOL SURVEY 

21. Shop work on the miUing machine 25 " 

22. Shop work on jigs and fixtures 10 " 

23. Shop work on tool grinding- 20 " 

24. Shop work on grinder 10 " 

25. Treatment of metals 10 " 

Automobile Courses for Journeymen Machinists Who Wish Instruc- 
tion in the Repair of Automobiles. 

Elementary shop work in automobile repair and construc- 
tion 50 lessons 

Advanced shop work in automobile repair and construc- 
tion 30 

Sketching, plan reading and mathematics for the automo- 
bile 20 " 

Advanced course on ignition and magnetos 25 " 

Advanced course on starting and lighting 25 " 

Unit Courses in Building Construction. 

1. Shop work in house framing 10 lessons 

2. Shop work in roof construction 10 " 

3. Shop work in stair building 10 " 

4. Shop work in outside trimming and interior finishing 10 - " 

5. Mill room practice 10 " 

6. Builders' hardware 5 " 

7. Saw filing 5 " 

8. Mathematics for carpenters and bricklayers 20 " 

9. Elementary sketching and drawing for carpenters 

and bricklayers 10 " 

10. Elementary plan reading for carpenters and brick- 

layers 10 

11. Taking off quantities and study of building materials 10 " 

12. Practical work in laying bonds for bricklayers 20 " 

13. Practical work in building arches for bricklayers. ... 30 " 

14. Specifications and details in wood 30 " 

15. Specifications and details in masonry 20 " 

16. Specifications and details in steel 20 " 

17. Advanced plan reading and estimating 10 " 

18. The building ordinances of St. Paul 'lO 

19. Time keeping and cost distribution 10 " 

20. Figuring cost of small structures and city ordinances 50 " 



APPENDIX 835 

21. Mathematics for cost estimators of large structures. . 50 

22. Plan reading and interpretation of specifications for 

estimators of large structures 10 

23. Study of materials of construction and city ordi- 

nances for estimators of large structures 10 

24. Figuring costs of large structures under $100,000 30 " 

25. Figuring costs of large structures over $100,000 50 

Unit Courses in Cabinet Making. 

1. Bench work for cabinet makers 50 lessons 

2. Mill room practice 30 " 

3. Inlaying and veneering 10 

4. Hardwood finishing 10 

5. Tool grinding (including special tools and cutters) . . 10 " 

6. Saw filing 5 

7. Cabinet maker's hardware 5 

8. Mathematics for cabinet makers 30 

9. Sketching, plan reading and taking off quantities for 

cabinet makers 20 

Unit Courses in Drafting and Design. 

1. Elementary architectural drafting 50 

2. Advanced architectural drafting 50 

3. Elementary sheet metal drafting 50 

4. Advanced sheet metal drafting 50 

5. Elementary interior decorating 50 

6. Advanced interior decorating 50 

7. Elementary drafting for stone cutters 50 

8. Advanced drafting for stone cutters 50 

9. Elementary mechanical drafting and machine design 50 

10. Advanced mechanical drafting and machine design.. 50 " 

11. Structural steel design No. 1 50 " 

12. Structural steel design and estimating design No. 2. . 50 " 

13. Mathematics and mechanics for machine draftsmen 

and designers 50 

14. Sketching and blue print reading for machinists. ... 50 " 

15. Sketching, plan reading and mathematics for the au- 

tomobile 20 

16. Elementary sketching and drawing for carpenters 

and bricklayers 10 



836 REPORT OF SCHOOL SURVEY 

17. Elementary plan reading for carpenters and brick- 

layers 10 

18. Taking off quantities and study of building materials 10 " . 

19. Advanced plan reading and estimating 10 

20. Plan reading and interpretation of specifications for 

estimators of large structures 10 

21. Sketching, plan reading and taking off quantities for 

cabinet makers . 20 

22. Blue print reading and estimating of materials for 

electricians 10 

23. Reading of maps, plans and specifications for outside 

construction work (electricians) 15 

24. Sketching and layout work for plumbers 10 " 

25. Plan reading and taking off materials for plumbers. . 10 

26. Lettering for compositors 10 

27. Free-hand drawing for compositors 10 " 

28. Applied design for compositors 10 " 

29. Color work for pressmen 10 " 

30. Free-hand sketching for steamfitters 10 " 

31. Plan reading and estimating quantities for steamfit- 

ters 20 " 

The above courses beginning with thirteen are short units of 
drawing blue print reading, design or color work required in different 
lines of work. They are given here to illustrate the character of 
drawing instruction desirable in evening classes. 

Unit Courses for Electricians. 

1. Elementary mathematics for electricity 15 lessons 

2. Fitndamental mechanical and electrical laws 20 " 

3. The theory and use of instruments and batteries. ... 15 

4. National electrical code rules and city ordinances on 

inside work with low voltage 15 " 

5. National electrical code rules and city ordinances on 

fittings and materials 15 " 

6. National electrical code rules and city ordinances on 

inside work with high voltage 10 " 

7. Blueprint reading and estimating of materials for 

electricians 10 " 

8. Theory of D. C. and A. C. generators wJth national 

electrical code rules and city ordinances 15 " 

9. Theory of D. C. and A. C. motors with national code 

rules and citv ordinances 15 " 



APPENDIX 837 

10. National electrical code and city ordinances on the 

switchboard and its use.. 10 

11. National electrical code and city ordinances on special 

subjects (such as fire alarm systems and moving 
pictures booths) 10 

12. Mathematics, theory and construction of D. C. gener- 

ators and auxiliary apparatus , 10 

13. Mathematics, theory and construction of D. C. mo- 

tors and auxiliary apparatus 10 

14. Use and repair of D. C. instruments in testing 10 

15. Operation and maintenance of the D. C. switchboard 10 

16. Elementary course in the alternating current. ....... 10 

17. The theory, mathematics and construction of the A. 

C. generator 15 

IS. The construction, testing and repair of A. C. instru- 
ments and motors 10 

19. The construction, testing and repair of A. C. trans- 

formers and auxiliary apparatus 10 

20. The construction, testing and repair of A. C. convert- 

ing apparatus and switchboards 15 

21. J\Iathematics and mechanics of outside electricial con- 

struction work 15 

22. Reading of maps, plans and specifications for outside 

electrical construction work 15 

23. Methods of handling men, materials and tools in out- 

side electrical construction work 10 

24. Organization and cost keeping in outside electrical 

construction work 10 

25. Treatment, handling and erection of pole line ma- 

terials 10 

26. Methods of guying wires, poles and wires in outside 

construction 10 

27. Safety devices and precautions for outside electrical 

construction 5 

28. Methods of excavating for conduits and manholes in 

underground electrical construction work 10 

29. Laying and concreting conduits and manholes in un- 

derground electrical construction work 10 

30. Methods of back filling and repairing in under- 

ground electrical construction work 5 

31. Special course in electrical meters 20 



838 REPORT OF SCHOOL SURVEY 

Unit Courses Offered in Machine Shop. 

1. Shop work on the drill press 10 lessons 

2. Shop work on the lathe 25 

3. Shop work on the planer 10 

4. Shop work on the shaper 10 

5. Shop work on the milling machine 25 

6. Shop work with jigs and fixtures 10 

7. Shop work on tool grinding 20 

8. Shop work on grinder 10 

9. Treatment of metals (including the tempering of 

tools) 10 

10. Review of arithmetic (including fractions, decimals, 

percentage, ratio, square root, weights and meas- 
ures) 10 

11. Mensuration (including simple formulas and tables, 

areas and surfaces, volumes and weights) 10 

12. Speeds and speed ratios 10 

13. Mathematics of lathes 10 

14. Sketching and blue print reading for machinists 10 

15. Transforming formulas and simple algebra 10 

16. Angles and triangles 10 

17. Milling machine mathematics 10 

18. Mathematics of gears 10 

19. Mathematics of milling cutters and blueprint read- 

ings 10 

20. Modern organization and methods of production. ... 10 

21. Machine shop materials 10 

22. Mechanics of the machine shop 10 

23. Machine types and attachments and special machines 20 

24. Mathematics and mechanics for machine draftsmen 

and designers (including trigonometry and graphs) 50 



Advanced Courses. 

Review of arithmetics 10 lessons 

Mensuration 10 

Speeds and speed ratios 10 

Mathematics of lathes 10 

Sketching and blueprint reading for machinists 10 

Transforming formulas and simple algebra 10 



APPENDIX 839 

Angles and triangles 10 

Milling machine mathematics 10 

Mathematics of gears 10 

Mathematics of milling cutters 10 

Modern organization and methods of production. ... 10 

Machine shop materials 10 

Mechanics of the machine shop 10 

Machine types and attachments and special machines 20 

Unit Courses in Plumbing. 

1. Roughing in jobs 10 lessons 

2. Joint wiring 20 

3. Installing fixtures > 10 

4. Mathematics for plumbers 20 

5. Sketching and layout work 15 

6. Plan reading and taking off materials 15 

7. Chemistry for plumbers 20 

8. Drainage and ventilation 20 

9. Plumbers' laws and ordinances 10 

Unit Courses in Printing. 

1. Printer's English 10 lessons 

2. Job composition 30 

3. Imposition 10 

4. Lettering for printers 10 

5. Free-hand drawing for printers 10 

6. Applied design for printers 10 

7. Materials used in printing (paper, ink and plates) ... 10 

8. Elements of cost in printing 10 

9. Bookkeeping and cost accounting 20 

10. Estimating for printers 20 

11. Advertising and salesmanship for printers 10 

12. Feeding the platen press 10 

13. Make-ready on the platen press 15 

14. Feeding the cylinder press 10 

15. Make-ready on the cylinder press 20 

16. Mixing colors for pressmen 10 

17. Color work for pressmen 10 

18. Inks and papers 10 

19. Stock-cutting and cost estimating 15 



840 REPORT OF SCHOOL SURVEY 

Steamfitting. 
Unit courses in this subject include the following: 

1. Low pressure steam heating 10 lessons 

2. High pressure steam heating 10 

3. Hot water heating 10 

4. Systems of piping for heating 20 

5. Mathematics and mechanics for steamfitters 20 

6. Free-hand sketching for steamfitters 10 

7. Plan reading and estimating quantities 20 

Telephony. 

1. General science of telephony 12 lessons 

2. Mathematics of telephony 12 

3. Substation course No. 1 12 

4. Substation course No. 2 12 

5. Private branch exchange No. 1 12 

6. Private branch exchange No. 2 12 

7. Cable course No. 1 12 " 

8. Cable course No. 2 12 " 

9. Exchange aerial construction course 1 12 

10. Exchange aerial construction course No. 2 12 

11. Exchange underground construction 12 

12. Toll line construction 12 

13. Central office equipment course No. 1 12 

14. Central office equipment course No. 2 12 

15. Central office equipment course No. 3 12 

16. Testing course 12 

17,18,19,20. Automatic telephony 36 " 

Welding. 

There is a great need at present for instruction in oxy-acetylene 
welding. This comparatively new process is rapidly supplanting the 
old methods of welding, and large numbers of men are required to 
either learn the new process or give place to others. The course of 
approximately fifty lessons should cover the properties of the gases 
used, together with methods of manipulating them, accompanied by 
actual shop experience. Topics : 

Oxygen gas. 

Acetylene gas. 



APPENDIX 841 

Oxy-acetylene. 
Acetylene generator. 
Dissolved acetylene. 
Oxy-acetylene torch. 
Welding installation. 
Properties of metals in welding. 
Materials used with metals. 

Welding various metals such as cast iron, copper, brass, bronze 
and aluminum. 

Concrete Construction. 

1. Nature of materials. 

2. Proportioning materials. 

3. Methods of mixing. 

4. Methods of placing, 

5. Placing steel for reinforced concrete. 

6. Construction and care of forms. 

7. Concreting in cold weather. 

8. Strength of concrete as affected by removal of forms. 

9. Surface finished. 

10. Waterproofing methods. 

11. Manufacture of cement. 

The above unit courses can readily be organized into general 
courses in each one of the lines by grouping together the units which 
the student needs for a thorough preparation for his work. For the 
full discussion of the relation of short unit to general courses, and of 
the certificate to the diploma, see pages to of the r eport 

dealing with evening schools. A list of general courses in each of the 
above lines of trade and industry which could be organized from the 
short unit courses above given follows : 

Automobile Repair and Construction. 

1. The general course for automobile mechanics is to include 

short unit courses 1, 2, 9, 10, 11 (150 lessons) listed above. 

2. Advanced course, to include short unit courses 3, 4, 5, 6, 7, 8, 

9, 10, 11, 17, 18, 19, 20, 21, 22, 23, 24, 25. 

3. General course for garage managers and automobile sales- 

men including unit courses 12, 13, 14, 15, 16 given above. 



842 REPORT OF SCHOOL SURVEY 

Six general courses in building construction may be organized 
from the list of short unit courses given above. 

1. The general course for journeymen carpenters would consist 

of courses in building construction 1 to 11 inclusive, a total 
of 100 lessons. 

2. The general course for journeymen bricklayers would include 

short unit courses 8 to 13 inclusive of the building construc- 
tion group, (100 lessons). 

3. A general course for building foremen would include courses 

14 to 19 inclusive of the building construction short courses 
(100 lessons). The prerequisite to this course should be 
general course for either bricklayers or carpenters. 

4. A general course for cost estimators of small structures 

might be formed of courses 8, 9, 10, 11, 20 of the same group 
(100 lessons). 

5. A general course for cost estimators of large structures 

might include short units in building construction numbers 
21 to 25 inclusive, (150 lessons). It is evident that some 
general educational qualifications as well as a term of prac- 
tical experience in some branch of the building trade should 
be prerequisite to this course. 

6. General course for cost estimators of structural steel (100 les- 

sons) would consist of courses 11 and 12 in the drawing and 
design group. 

General courses in cabinet making. This course would comprise 
courses 1 to 9 inclusive of that group. 

Five general courses in drawing and design may be arranged from 
the short unit courses listed. 

1. A general course in architectural drafting would include 

courses 1 and 2 (100 lessons) of the short units. 

2. A general course in sheet metal drafting might be formulated 

from courses 3 and 4 (100 lessons) of the group. 

3. A general course in interior decorating may be made up of 

courses 5 and 6 (100 lessons) of the drawing and design 
courses. 

4. A general course in drafting for stone cutters would include 

courses 7 and 8 (100 lessons). 

5. The general course in mechanical drafting and machine design 

would consist of courses 13, 9 and 10 of the short unit 
courses listed. 



APPENDIX 843 

Five general courses in electricity may be selected from the short 
unit courses. 

1. A general course of 100 lessons for journeymen electricians 

would include short unit courses 1 to 7 inclusive. 

2. A general course for shop journeymen in electricity might 

cover the work of short unit electrical courses 1, 2, 3, 12, 13, 
14, 15, 16, 17, 18, 19, 20 (150 lessons). 

3. A general course for outside construction foremen on under- 

ground work would be made up of courses 21, 22, 23 24, 28, 
29, 30 (75 lessons). 

4. A general course for outside construction foremen on over- 

head work would include short unit courses in electrical 
work 21, 22, 23, 24, 25 (75 lessons). 

5. The general course for master electricians would consist of 

short unit courses 12 to 20 (100 lessons). 

PART II. 

Evening Trade Extension Courses for Women. 

Trade extension courses are needed in St. Paul for women who 
are employed during the day, and who desire (1) to acquire additional 
training in the trades in which they are employed, or (2) to enter upon 
a different line of work. The following suggested courses would vary 
in length according to the previous experience or preparation of the 
women enrolled in the course. 

Garment-Making Industries — Mainly Power Machine Operations. 
Classes may be organized to offer instructions: 

(a) in the different machine operations, as: 
Tacking, seaming and joining. 
Serging, felling, hemming. 

Button-sewing, buttonholing, button-clamping. 
Tucking, hemstitching, machine scalloping, pleating. 
Sleeve-making. 

(b) in the processes involved in the making of garments, as : 
Sleeve and button-piece facing. 

Sleeve-setting. 
Collar and cuff facings. 
Setting on collars. 
Putting on collar bands. 



844 REPORT OF SCHOOL SURVEY 

Making fronts and bosoms. 
Yoke-setting. 
Shoulder-joining, etc. 

Glove-Making. 

Custom Sewing Trades. 
Plain sewing. 
Children's clothing. 
Waist-making. 
Skirt-making. 
Finishing. 
Draping. 
Fitting. 

Millinery. 

Frame-making 6-8 lessons 

Covering frames 8 lessons 

Renovating and remodeling ,. , ) 

Trimming ) 8 lessons 

Food Service Occupations. 

Cookery for lunchrooms, tea-room or cafeteria. 

Cafeteria service. 

Training for waitresses. 

Special catering. 

Dietetics for practical nurses. 

Fur Garment-Making. 
Plain sewing. 
Power machine operating for sewing fur. 

Courses designed to supplement the courses in trade practice and 
technique: 

Arithmetic — related to the trade or the daily occupation. 

Spelling and business English. 

Textiles — a study of clothing and household fabrics and of ready- 
to-wear garments. 

Design for the clothing trades. 

Chemistry and sanitation as related to health of workers and to 
the handling and preparation of food. 

Commercial and industrial geography. 

Industrial history. 



APPENDIX 845 



PART III. 
Evening Courses in Home Making. 

Foods. 

Lessons in cookery. 

1. Starches and sugars; fruits, vegetables and 

cereals ; sugar cookery.. 12 lessons 

2. Batters and doughs 12 lessons 

3. Proteins: eggs, meats, cheese, milk, gelatine. 12 lessons 

4. Fats: use of butter and other fats; deep fat 

frying ; salad dressings 12 lessons 

5. (Mineral containing foods : salads ) 

(Water : beverages ; frozen desserts ) 13 lessons 

(Canning , ) 

6. Planning, preparation and serving of meals. . 12 lesscms 

Hygiene and home nursing 12-16 lessons 

Hygiene of the child. 

Hygiene of adults. 
First aid. 
Public health ordinances and regulations. 

Water and water supplies. 

Milk and milk production. 

Clean and sanitary markets. 

Food inspection. 

Garbage and sewage disposal. 
Causes of spread of communicable diseases. 
Method of control of communicable diseases. 
Responsibilities of citizens to co-operate with authorities for 
promotion of public health. 

Home Nursing. 

Care of sick room and its equipment. 
Care and handling of patient in bed. 
Symptoms of illness. 
Simple household treatments. 
Care of communicable diseases. 
Care of mother and infant. 
Care of children. 



846 REPORT OF SCHOOL SURVEY 

Clothing. 

Plain sewing": aprons, underwear, children's clothing. 13 lessons 
Elementary dressmaking (washable materials). 

1. Plain skirt 12 lessons 

2. Plain waist 12 lessons 

3. Plain one-piece dress 16 lessons 

4. Advanced waist 12 lessons 

Dressmaking. 

1. Skirt of woolen material 12 lessons 

2. Advanced dressmaking (woolen and silk ma- 

terials) 12-25 lessons 

3. Waist and skirt draping 12-24 lessons 

Topics included in above courses : 

Care and repair of clothing. 

Renovating and remodeling. 

The clothing budget. 

Textiles 12 lessons 

Millinery. 

1. Spring hats : frame making, covering frames 

(straw, silk), renovating, remodeling, trim- 
ming 12 lessons 

2. Winter hats : frame making, covering frames 

(braids, velvet), renovating, remodeling, 

trimming 12 lessons 

House Planning and House Furnishing. 

Planning the house 12 lessons 

Choice of site. 

Styles of architecture for dwelling houses. 

Cost according to size and building materials. 

Arrangement of rooms. 

Floor plans. 

Heating and lighting systems. 

Labor-saving equipment and arrangement. 
Furnishing the house 12 lessons 

Decoration of walls. 

Curtains and draperies. 

Rugs and floors. 

Furniture for living room, dining room, bed rooms. 

Light and heat fixtures. 

Hanging portieres. 

Kitchen equipment. 

Household linens, dishes, silver. 



APPENDIX 847 

Home Management 16 lessons 

Responsibilities of the homemaker. 

Meaning of an "efficient home." 

The family income. 

Division of the income and the family budget. 

Cost of shelter. 

Cost of food. 

Cost of clothing. 

Cost of operating. 

Cost of children. 

Cost of education and advancement. 
Household accounts. 
Savings and investments. 
Care and training of children. 
Community responsibilities of the family. 

The following courses are suggested as valuable in supplementing the 
courses in home-making: 
Physiology and hygiene. 
Household chemistry. 
Physics of the household. 

Drawing and design as applied to clothing and house-furnishing. 
Civics. 
Economics. 
Social science. 



848 REPORT OF SCHOOL SURVEY 



APPENDIX II. 

CLASSIFICATION AND PROGRESS OF SCHOOL PUPILS. 

By ]\Iarion Rex Trabue. 

This chapter of the survey report presents statistics showing the 
relation of pupils' ages to their school grades, and gives some informa- 
tion concerning the rate at which children have been progressing 
through the various grades of the public schools. Although condi- 
tions similar to those presented in this chapter 'might be discovered 
in other cities, it is nevertheless true that the facts disclosed by 
these statistics are not always complimentary to the St. Paul public 
school system. At many points these facts furnish abundant evidence 
that educational policies have been determined with reference to con- 
siderations other than the educational needs and abilities of the chil- 
dren to be educated. Although these statistics do not always indicate 
clearly just what policies should be pursued, they do make it quite evi- 
dent that extensive changes are needed and that a great deal of expert 
care and attention should be given to the development of new policies. 

A. Conditions in the Public Elementary Schools. 

Facts concerning the classification and progress of public ele- 
mentary school pupils were collected for the survey staff by the regu- 
lar classroom teachers. The blank form upon which teachers copied 
the names of their pupils and facts concerning each pupil's school his- 
tory is reproduced below: 



CLASSIFICATION AND PROGUESS OF PUPILS 



849 



3 

-4-' 

GO 



O 



o 



Q 






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o 

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Q 



o 



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fe 


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O 


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w 




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pq 


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o 



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o •- ^ 



a. ^ 



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O as 

. — ■ l>. 
O O 



a. 



ci 



j_ .^ r-' 

1^ r? <U 



O 






-a 



1^ 33 



O 



8 p 



rt ^ .:=:' 






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c 
<u 

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h 'So 



o 




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BBPORT OF SCHOOL 8UBVBT 





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tH 


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cq 


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T— 1 


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1— 1 


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T— 1 








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Pro- 
moted 

Answer 

Yes or 

No 




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Exam 
John 












o 



CLASSIFICATION AND PROGRESS OF PUPILS 851 

In so far as the survey staff are able to determine, returns were re- 
_ ceived from every elementary classroom in the public schools of the 
city. With the exception of one or two hundred pupils whose dates of 
birth were not recorded, these returns included the names and dates of 
birth of all pupils enrolled in the public elementary schools on the first 
day after the mid-year promotions. The reports for about one per cent 
of the pupils failed to indicate clearly whether or not a pupil had just 
been promoted, and in about five per cent of the cases the record of 
progress .was incomplete, not clear, or altogether missing. Inasmuch 
as the Permanent Record Card system has not been in use in the St. 
Paul public schools for more than seven years, the blank employed 
for collecting information did not call for any records of enrollment 
previous to 1910. More satisfactory studies of progress might have 
been made if the record cards had been accurately kept for a longer 
period of time. 

The age-grade study here reported is complete except for pupils 
whose ages were not given, and the studies of progress contain a suffi- 
ciently large sampling of pupils at random to indicate actual condi- 
tions. 

1. The Age-Grade Condition. 

If the public school curriculum were adjusted to the abilities of 
the average public school pupil, and if this curriculum were then ad- 
ministered by efficient teachers and supervisors, one would expect to 
discover that there were just as many pupils making unusually rapid 
progress as there were of the other sort who were making unusually 
slow progress in school. Nature does not make more of the dull than 
of the bright type of individual. The great majority of men are of 
about average height, although there are a few extremely short men 
and about the same number of extremely tall men. In the same way, 
the great majority of children are of just average mental ability, al- 
though there are a few dull children and about an equal number of 
bright children. If the schools were organized and conducted with 
the abilities of average pupils as a basis, we should expect to find in 
any grade just as many pupils younger than normal age as there were 
pupils older than normal age for their grade. Any constant tendency 
to an excessive number of under-age pupils would indicate that the 
school course was too easy for the normal group of pupils, while an 
excessive proportion of over-age pupils would indicate that the work 
was too difficult or not well adapted to the average pupil. 

Table I presents the facts for the St. Paul public elementary 
schools, showing how many pupils in each grade are of each age, — 
both ages and grades being reported for the first day of February, 1917. 



G 



All 
^2 14 Uy2 15 153^ 16 lQy2 17 17y2 18 183^ Ages 



m 

lA 
2B 
2 A 
3B 

;3A 

-iB 
4A 
iB 
n\ 
6B 

6A 

I 
7B ! 

7A 

8B 

8A 



! 1410 

1 1 1 1881 

1284 

1 169G 

3 1 12!>1 

2 4 1 1 1528 

6 13 5 1 1191 

7 9 6 2 5 123!> 

5 19 10 14 3 2 1 121'.i 

5 19 19 11 10 3 1 1321 

9 57 30 25 14 "9 2 1158 

2 77 44 40 12 7 2 2 1 1 1286 

2 101 61 56 34 10 4 2 1 1014 

9 154 130 74 49 23 12 6 1321 

3 I 143 128 90 57 34 12 9 2 875 



4 218 I 187 110 80 47 17 8 1 1 1052 

^^^^ '" 814 622 422 265 137 50 29 4 2 1 20766 



up 



2 includes all from 5 years 3 months up to 5 years 9 months, etc. 
red under-age, and those at the right, over-age. 



TABLE I. 
Age-Grade Distribution of Public Elementary School Pupils. 

St. Paul, Minnesota, February 1, 11)17. 
Number of Pupils of Age.* 



Gra.le 



II! 
l.\ 
2B 
2A 
:;n 
;5.'\ 
4n 

4 A 

•p> 

oA 
(iU 
fiA 

7r> 

7A 

sn 

8A 



14 
3 



41 





1 


• 







58;5 

125 

17 



6j^ 

440 

I 824 

54 

10 



7 7^ 
218 



8'/< 



472 

41G 

140 

10 

G 



G? 
221 



;i50 

GIG 

9G 

24 

1 

2 

1 



2;jf) 
40n| 



13G| 

24 

15 

1 



6 

53 
117 
240 



7 
23 
42 
14G 
318 I 222 



448 



9G 



3G7 

27G 

1!)5 

25 



2 

12 
19 

42 
138 
221 

263 I 

2!)3 

107 I 

35 

7 



10 

16 
15 

32 

75 

143 

200 

248 

200 

92 I 

30 

8 



io>^ 11 wYi 



12 



123^ 13 \ZY2 14 143^ 15 15>4 16 16^ 17 17>4 18 18'^ 



2 
5 

15 
3G 

SO 
128 
137 
257 I 
338 



108 



1 

1 

4 

14 

25 

3(i 

75 

108 

180 

261] 

193 

101 I 

27 

6 

2 



1 
1 

2 

14 

25 

42 

74 

119 

189 

229 I 

266 

98 1 

33 

6 

1 



2 
1 

5 

10 

20 

32 

35 

86 

122 

189 

2.50 I 

157 

103 

18 

13 



8 
21 
25 

47 
100 
ins 



1 

1 

2 
6 
9 
21 
47 
61 
98 



206 131 



59 
112 



191 I 138 132 
272 247 I 209 



12 

9 

19 

19 

57 

77 

101 

151 



1 
5 
6 

10 
19 
30 
44 
61 
130 



72 I 119 183 I 143 128 
35 99 I 234 218 I 187 



2 
14 
11 

25 
40 
56 
74 
90 
110 



1 
5 
3 
10 
14 
12 
34 
49 
57 
80 



2 
3 
9 

7 
10 
23 
34 

47 



4 

12 
12 
17 



All 
Ai;v> 

1 llH 

ISSi 
12S1 
1696 
12!M 
152S 
1191 

12;'.:> 
121'.i 
1321 
1158 
1286 
1014 
1321 
875 
1052 



All Grades 



17 



49 730 1338 1271 1378 1305 1341 1310 1138 1120 1135 1034 1100 1043 1093 980 1038 814 622 422 265 137 



50 



29 



20766 



A^es are given to the nearest half-year; for example, age 5 ineJudcs all pupils from 4 years 9 months up to 5 years 3 months, age 5/. inckidcs all from 5 years 3 months up to 5 years 9 months, etc. 
"1" '^ niclnded between the two heavy lines are considered normal in age-grade relation, while those at the left of these lines are considered under-age, and those at the right, over-age. 



CLASSIFICATION AND PROGRESS OF PUPILS 



855 



From left to right this table reads as follows : 14 pupils in the IE 
grade are five years old, 41 are five and one-half years old, 583 are six, 
and so on across the page to the 1 pupil who is eleven years old, mak- 
ing altogether 1,410 pupils of various ages in the IB grade. Those 
pupils who are included between the two heavy lines running down- 
ward to the right may be considered normal as regards the relation of 
their ages to their grades. The limits of this "normal" group for each 
grade may be stated as follows : 



Grade 



Normal Age Lmits for Entering Grade 



IB 5 years 9 months up to 6 years 9 months 

lA 6 " 3 " " " 7 " 3 " 



2B 

2A 

3B 
3A 

4B 
4A 

5B 
5A 

6B 
6A 

7B 

7A 

8B 

8A 



6 



8 
9 

9 
10 

10 
11 

11 
12 

12 
13 



9 



9 " 



" 9 




9 


" 10 




3 


" 10 




9 


" 11 




3 


" 11 




9 


" 12 




3 


" 12 




9 


" 13 




3 


" 13 




9 


" 14 




3 



The point midway between the two limits for entering the grade 
might be taken as the average age at which one should expect children 
to enter the grade, — for example, one should expect, according to this 
scheme, that children entering grade IB would have an average age 
of 6 years, 3 months, and that those entering lA would have an aver- 
age of 6 years, 9 months. This would result in children entering the 
8A grade, the last half of the highest elementary school grade, at an 



856 EBPOET OF SCHOOL SURVEY 

average of 13 years, 9 months. Table II shows the actual median age of 
pupils in each of the elementary grades of the St. Paul public schools, 
and also the age one should expect according to the above discussion. 
The median age is approximately the average, being simply the middle 
age, — that is, the age below and above which there are an equal num- 
ber of pupils. 

TABLE II. 
The Median Age of Pupils in Each Elementary Grade. 













Median Age 






Actual Median 


Age 


E> 


:pected 


Grade 


Years 


Months 


Days 


Years 


Months 


Kindergarten . 


.. 5 




5 


19 


5 


6 


IB 


.. 6 




3 


27 


6 


3 


lA 


.. 6 




8 


26 


6 


9 


3B 


,. 7 




5 


19 


7 


3 


2A 


7 




9 


26 


7 


9 


3B 


,. 8 




6 


25 


8 


3 


3A 


,. 8 




11 


14 


8 


9 


4B 


. 9 




7 


17 


9 


3 


4A 


. 9 




10 


12 


9 


y 


5B 


. 10 




7 


27 


10 


3 


5A 


. 11 




1 


11 


10 


9 


6B 


. 11 




9 


11 


11 


3 


6A 


. 13 




2 


24 


11 


9 


7B 


. 12 




10 


12 


12 


3 


7A 


. 13 




2 


27 


12 


9 


8B 


. 13 




10 


17 


13 


3 


8A 


. 14 







28 


13 


9 



The difference between the actual median age and the median age 
to be expected in any grade is shown graphically in Figure 1. 



CLASSIFICATION AND PROGRESS OF PUPILS 



857 



^ ^ ^ c 
5' 5' ^ rt 

(D rD " 



(T) 



n ►-• 3 

p' "^ 3 

crq ^ ^ 

'^' 5' ^ 

o s- 3 

O 3 t> 

td p o 

(T> i-t 3 

a> P U 

fj en (T> 

-■"^ en — 

rB ft (T) 

P ^. 

<5 --I D* 

fCi r->- 

o^ crq ^ 

p* £, o 

CL P 2 



TO 



5 c» (j\ -f^ ro o 

N2 OF MONTHS 



858 REPORT OF SCHOOL SURVEY 

The important characteristic to be observed in Figure 1 is the con- 
stant tendency for the difference between the actual age and the me- 
dian age to increase from grade to grade. Pupils in the first grade in 
St. Paul have a median age which is exactly wdiat one would expect 
it to be, but each additional grade entered finds the median pupil 
farther and farther away from the normal age. 

The regular tendency for the A section of a class to approach the 
normal median age more closely than it is approached by the B sec- 
tion is largely due to the fact, which will be shown more clearly in 
later sections of this chapter, that teachers have a tendency to consider 
the B sections of classes as the proper places for holding up pupils who 
have not demonstrated clearly their ability to "make good" in school 
work. The B sections tend, therefore, to become resting places for 
the older pupils who are not able to make a marked success of their 
school work. The effects of failure, however, whether it occurs in 
the B or in the A sections, are cumulative. The median age of 8B 
pupils is farther from the normal than that of any other grade. 

In order to present more adequate information about the total 
group of pupils in each grade, tables III and IV have been prepared. 
Table III is taken directly from the figures presented in Table I and 
reads from the top downward along the left hand side as follows : 56 
pupils in the IB grade are less than 1 year under-age, 1,023 pupils in 
this class are of normal age, 285 are less than 1 year over-age, 37 are 
from 1 to 2 years over-age, 9 are from 2 to 3 years over-age, and 1 
pupil is more than 4 years over-age, making a total of 332 pupils who 
are over-age in the IB grade, in which grade 1,410 pupils of all ages 
are tabulated. Table IV presents the same facts in percentages of the 
total number of pupils in the class. Table IV reads across the top 
from left to right as follows: 3.9% of all pupils in the IB grade are 
under-age, 72.5% are of normal age, 20.3% are less than 1 year over- 
age, and so on. Being of normal age in these tables means falling 
within the normal age limits shown on page 5, while being under-age 
means falling below, and being over-age means falling above the nor- 
mal age limits there outlined for entering the grade in question. 



:ion of Ag, 



Age-( 
Relatj 5A 

Und< 

More tl , 7 
Less tlj 155 



Nor; 
T 



599 











All 


7B 


7A 


8B 


8A 


Grades 


2 





8 


15 


98 


125 


136 
145 


90 


134 


2070 


12 r 


98 


149 


2168 


348 


519 


302 


452 


1033:5 



Ov 


4 














Less 311 


) 1 


270 


363 


271 


297 


510 -J 


From 161 


89 


162 


204 


147 


127 


1981 


From 74 


84 


90 


72 


46 


25 


829 


From 30 


19 


14 


18 


11 


2 


237 


More 14 


6 

639 

L286 


,) 








113 




m 

21 


539 


657 


475 


451 


826.-) 




1014 


1321 


875 


1052 


20766 



TABLE IV. 
Percentage Distribution of Pupils .n Each Half Grade of the Elementary Schools. Classified as to Relation of Age to Grade. 

Percentage of I'lipils Who Are 

Over-Age 

From 2 to More Than TO- 
,;r,.„u. 1 rear i xear TOTAL Ai^c 1 Year 2 Years ;; Years ;} Years TAL 

11! •>•=' '^-^ '^-^ ^"•" ~-o •*> .1 o;j g 

lA ••-' '-0 '-2 •JS.!) 17.8 4.0 1.5 .5 23.9 

<*j{ .1 ."1..") r).G 

vA .;; !!.!• 10.3 

S . :i 
.•(A .4 10. T) 10.9 



In 



rit 
:.\ 





Lndcr-Agc 


•^fore Than 


lA-ssThan 


1 Year 


1 Year 




3.f) 


■ V 

1 


r.o 


.1 




.1 


10 .^) 


. 1 


10 1 


1 . :! 


20 4 


.r, 


10. S 


. 't 


■ fl..") 


.(1 


11. f> 


. 7 


f).S 


'v 


13.4 


* 


10. :t 


.!> 


10.3 


1.1 


12.8 



III .1 10.1 10. l> 

I A 1.:! 20.4 21.7 

11.4 

A ..1 fl.") 10.0 

<ii: .('■ 11. f> i-^.,-, 

'•A .7 f).S 10.5 



12. (J 
11.0 



All Oi 








Normal 


Ia\ss Than 


l^'rom 1 to 


From 


Aiic 


1 Year 


2 Years 


3 Ye 


72.5 


20. ;5 


2.6 


.6 


<;8.!l 


17.8 


4.0 


1.5 


:>!) . 7 


27.6 


4.8 


1.6 


(;o.5 


22.7 


4.4 


1.7 


50.5 


27.9 


8.6 


3.0 


5;{ . :! 


2:5 . i) 


7.6 


2.9 


15.2 


27.(5 


9.8 


4.4 


;!4.7 


1 !) . S 


8.8 


3.7 


12. 1 


24.(5 


10.9 


6.7 


-15.4 


23.5 


12.2 


5.6 


;!() . 5 


25.6 


13.6 


7. 5 


10.1 


26.2 


14.7 


6.5 


.•!4.l 


26.6 


16.0 


8.8 


•■!!). ;5 


27.4 


15.4 


5 . 5 


;i4.5 


30.9 


16.8 


5.3 


42 . f» 


28 . 2 


12.1 


2.4 



..f, „ ■ *i.-t 10. -i ,).5 1 4 .10 

,• ;i \i-i ■■;« ^'o.» 1C.8 5.3 ;:: 

■'•' ^^ '^ 14.2 42.9 -^!< 9 10-. .. . . 

. '•'•■^ -i.(. 9.5 4.0 1.7 39. «< 



1 


.6 


1 


.4 


2 


.8 





.3 


4 


.0 


4 


.3 


2, 


.0 


1, 


.7 


1. 


4 


1. 


3 




2 



34.7 
29.3 
41.2 
35.:'< 
44. G 
34.6 
46.2 
44.(1 
51.0 
49.1 
53.0 



Ai^e-Gradc 

Relation 1^ 

Under Age 

More than 1 yr 

lycss than 1 yr ">•'' 

Total 55 

Normal Age 

Total ■• 10-2;l 

Over Age 

Less than 1 yr 285 

From 1 to 2 yrs '57 

iM-oni 2 to 3 yrs 

From o to 4 yrs 

More than 4 yrs 1 

Total 332 

All Arcs 1-110 



lA 



3 

132 

135 



129(5 



2B 



TABLE III. 
Distribution of Pupils in Each Half Gradri According to the Relation of Age to Grade 

Number of Pupils in Grade. 
2A 3B 3A 4B 4A 5B 5A (ill 



m 



5 

IGS 



131 



7()G 102t 



1 
106 



lo; 



635 



6 

160 



16(i 



815 



1 
1-20 



Vi\ 



39 



17 
2b2 



2G9 



541 



132 125 
139 132 



336 


356 


386 


360 


364 


328 


245 


76 


61 


74 


111 


116 


117 


109 


28 


20 


29 


39 


45 


53 


46 


3 


5 


7 


15 


14 


15 


16 


7 


4 


9 


6 


8 


18 


13 


450 


446 


498 


531 


547 


531 


429 


1881 


1284 


1696 


1291 


1528 


1191 


1239 



517 



299 

133 

82 
29 
20 



599 



311 



7 
l:],S 



U5 



m 



■>'r, 



161 


lo; 


74 


sr 


30 


39 


14 


11 



6 A 



9 

126 

135 



516 



337 

IS!) 

S4 

19 

(i 



125 
12r 

:!48 

270 

1(!2 
90 
14 









All 


'A 


8B 


8A 


Grades 


9 


S 


15 


98 


136 


90 


134 


2070 



145 
519 

363 

201 
72 
IS 



563 



1219 



590 
1321 



:)!il 

11. iS 



12S6 



5;!9 
1014 



657 
1321 



98 



30-^ 



149 



452 



297 



2 168 



103:5:i 



il05 



14 r 


127 


1981 


46 


25 


829 


11 


2 


237 
113 


475 


451 


8265 


875 


1052 


20766 




D Relation of Age to Grade. 



-Age 



From 3 to 


More Than 


TO- 


3 Years 


3 Years 


TAL 


.6 


.1 


23.6 


1.5 


.5 


23.9 


1.6- 


.7 


34.7 


1.7 


.5 


29.3 


3.0 


1.6 


41.2 


2.9 


1.4 


35.3 


4.4 


2.8 


44.6 


3.7 


2.3 


34.6 


6.7 


4.0 


46 . 2 


5.6 


3.3 


44.6 


7.5 


4.3 


51.0 


6.5 


2.0 


49.1 


8.8 


1.7 


53.0 


5.5 


1.4 


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5.3 


1.3 


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2.4 


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4-0 1.7 39. s 



seise: :^ 



CLASSIFICATION AND PROGRESS OF PUPILS 863 

The first important observation to be made in Table IV is the fact 
that while only lOA^h of the pupils in all grades are under-age, 39. 8% 
are over-age. As was suggested in a previous paragraph, a curricu- 
lum well adjusted to the abilities of pupils and efficiently administered 
should result in as many under-age pupils as there are over-age' pupils. 
St. Paul's school system produces almost four times as many over-age 
pupils as under-age pupils. Such a condition requires that the curric- 
ulum and its administration be given very careful attention and revi- 
sion. 

A second point of considerable interest in Table IV is the fact 
noted in connection with Figure 1, viz., that the B sections of classes 
are more serious offenders in the matter of excessive over-ageness 
than the A sections. A glance at the Total Over-Age column shows 
that this condition exists in all grades except the first, where the A 
and B sections differ very little. An examination of the Total Under- 
Age column shows that there is a fairly constant tendency, except in 
the fifth, sixth, and seventh grades, for the A sections to contain a 
larger proportion of under-age pupils than the B sections. 



864 



EEPOET OF SCHOOL SDEVBY 



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CLASSIFICATION AND PROGRESS OF PUPILS 865 

Table V has been prepared from Table III by combining the A 
and B sections of each grade. It will be observed in Table V that the 
proportion of under-age pupils increases regularly (except for the arti- 
ficial irregularity in fourtlj grade) up to the eighth grade. The pro- 
portion of normal age pupils decreases regularly up to the seventh and 
then becomes larger, while the proportion of over-age pupils increases 
regularly up to the seventh and then becomes smaller. This suggests 
that possibly the over-age pupils are eliminated from school between 
the seventh and the eighth grades. A re-examination of Table III 
shows that the eighth grade contains a much smaller number of over- 
age pupils than the seventh grade, although the under-age group and 
the normal age group are also somewhat smaller in the eighth than in 
the seventh grade. Table V, however, shows that the proportion of 
pupils eliminated between the seventh and eighth grades is greater in 
the over-age group than in the under-age and normal age groups. 

The question as to whether the degree of over-ageness has any 
effect on pupils may be partially answered from Table V. The reader 
will observe that the proportion of pupils more than 4 years over-age 
increases to a maximum in the fourth and fifth grades, and then dimin- 
ishes rapidly. The proportion of pupils from 3 to 4 years over-age 
reaches a maximum in the fifth and sixth grades, and then diminishes ; 
the proportion from 3 to 3 years over-age reaches a maximum in the 
sixth and seventh grades ; the proportion from 1 to 2 years over-age 
reaches a maximum in the seventh grade ; and the proportion who are 
less than one year over-age is greatest in the eighth grade. It is ob- 
vious that the oldest of the over-age pupils are the first to drop out 
of the elementary schools of St. Paul. The degree to which a child is 
too old for his grade might almost be taken as an indication of the 
length of time he will remain in school. 

The percentages shown in Table IV are represented graphically 
in Figure 2, in which each perpendicular broken line shows the per- 
centage of a grade that may be classed as of normal age, as under-age 
to each degree, and as over-age to each degree. The heavy broken 
line at the right shows for all grades combined the percentages falling 
under these various classifications. 



866 



REPORT OF SCHOOL SURVEY 



Figure 2. 

Showing the Percentage of Pupils in Each Half Grade Who Are Un- 
der-age, Normal Age and Over-Age to Each Degree. 

% 

1,0 






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Sckool Grade IB M 26 2A 3B 3fi 46 4-l\ 55 5/\ 65 6fl 78 7A 6b 6A Total 




Figure 3 is similar to Figure 2, except that the A and B sections 
of each grade have been combined and that actual numbers of pupils 
have been represented rather than percentages of the pupils in a grade. 
The artificial enlargement of the under-age group at the fourth grade, 
which was noticed above, comes out very clearly in Figure 3. The 
general elimination between the seventh and eighth grades of pupils in 
all three age-grade classifications is quite apparent. The regular 
decrease in the actual number of normal age pupils is probably the 
most important fact to be observed. The normal age pupils are fed 
into the ranks of the over-age, from which group pupils are eliminated 
from school and thrown upon the world outside. 



CLASSIFICATION AND PROGRESS OP PUPILS 



86^ 



Figure 3. 

Showing' the Number of Pupils Under-age, Normal Age, and Over- 
Age to Each Degree in Each Elementary Grade. 



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The age-grade table given at the beginning of the chapter as Table 
I does .not contain all of the public elementary school pupils in St. 
Paul. Table VI furnishes information concerning the ages of 1,761 
pupils in the kindergarten classes and of 267 pupils in special type 
classes. These "Special Classes" include one class for pupils with de- 
fects in hearing, one for pupils with defective speech, one for "sub- 
normal" pupils, one "fresh-air class," and ten special ungraded classes. 



868 



REPORT OF SCHOOL SURVEY 



TABLE VI. 

Age Distribution of Kindergarten, Regular and Special Class Pupils 
in the St. Paul Public Elementary Schools. 

Number of Pupils in 





Regular 


Kindergarten 


Special 


All 


Age 


Classes 


Classes 


Classes 


Classes 


4 




19 




19 


^/2 





45 


.... 


45 


5 


17 


397 


.... 


414 


hVo 


49 


960 
304 





1009 


6 


730 


1034 


6^ 


1338 


29 





1367 


7 


1271 


6 




1277 


7Iy4 


1378 


1 


1 


1379 


8 


1305 


1306 


8>^ 


1341 




1 


1342 


9 


1310 




8 


1318 


9/2 


1138 




11 


1149 


10 


. 1120 




11 


1131 


10>4 


1135 




10 


1145 


11 


1034 




16 


1050 


11/ 


1100 




14 


1114 


12 


1043 




18 


1061 


12/ 


1093 




30 


1123 


13 


980 




31 


1011 


131^ 


1038 




20 


1058 


14 


814 




28 


842 


14/ 


622 




22 


644 


15 


422 




15 


437 


15/ 


265 




14 


279 


16 


137 




4 


141 


16/ 


50 




4 


54 


17 


29 




1 


30 


17/ 


4 




1 


5 



CLASSIFICATION AND PUOGRESS OP PUPILS 



869 



TABLE VI— Continued. 

Age Distribution of Kindergarten, Regular and Special Class Pupils 
in the St. Paul Public Eleemntary Schools. 

Number of Pupils in 



Ase 



Regular Kindergarten Special All 

Classes Classes Classes Classes 



18 .. 
18y2 

19 .. 

i9y2 

20 .. 
20^ 

21 .. 

21K 

22 .. 

22y2 

* 
25 .. 



All Ages 



20766 



1761 



267 



22794 



The need for additional special classes may be discovered by con- 
sulting again Table III, in which it is shown that there are 350 pupils 
in the regular classes who are 3 or more years over-age and are there- 
fore in great danger of being eliminated from school before reaching 
the end of the elementary school course. Some states make a legal 
requirement that special classes be provided for these extremely over- 
age pupils. These pupils, who have hardly one chance in a thousand 
of going on to high school and college, ought certainly to be given an 
opportunity before they leave school to learn some useful general 
knowledge not now offered in the regular curriculum, and possibly to 
acquire more or less skill in some special occupation. Attempts to 
give these pupils special coaching in the regular school subjects and 
bring them up to the grade in which they belong will not prove sue- 



8'<0 REPORT OF SCHOOL SURVEY 

cessfnl. They should be given a very unusual opportunity along lines 
quite different from the work of the regular grades. 

2. Rate of Progiress of Elementary School Pupils. 

The above study of the ages of public school pupils with reference 
to their grades in school has pointed quite clearly to the probability 
that many pupils are not able to progress as rapidly through the ele- 
mentary grades as the makers of the course of study had anticipated. 
It may happen in some cases, however, that a child is over-age for his 
grade merely because he entered school later than our normal age 
limits provide for entrance. In order to test the extent to which this 
possibility actually influenced the age-grade condition, the school his- 
tories of several thousand pupils were carefully tabulated to discover 
how long it had taken these pupils to accomplish the work of the 
grades already covered. 

It was impossible to make a complete report upon the progress of 
all elementary school pupils, for several reasons : many of the reports 
furnished by the teachers were incomplete ; in certain cases the records 
of pupils in several different grades were copied indiscriminately on 
the same sheet and were therefore very difficult to tabulate ; and, 
finally, reports from certain schools were very slow in reaching the 
survey staff. A sufficiently general sampling of pupil histories has 
been studied, however, to insure the accuracy of any general tenden- 
cies which may appear. The reports studied were those available at 
the time a member of the staff was ready to work upon them, those 
whereon facts were clearly reported, and those which required the 
least amount of time to tabulate. There is every reason to believa 
that this sampling of the whose school system was perfectly random 
and fair. 



CLASSIFICATION AND PROGRESS OF PUPILS 



871 



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REPORT OF SCHOOL SURVEY 



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CLASSIFICATION AND PROGRESS OF PUPILS 8^3 

Table VII gives, for those pupils who are below the 6A grade, the 
distribution of time required to progress from the IB grade to the 
grade in which the pupil is now registered ; for the 6A and higher 
grades it shows the length of time required to accomplish what is the- 
oretically ten half-years of school work. Reading across the top from 
left to right the table shows that 1,094 pupils in the lA grade have, 
since first entering grade IB, taken the normal time of 1 term (or half- 
year) to get to the entrance of grade lA, that 164 pupils have required 
2 terms, that 212 pupils have required 3 terms, that 9 pupils have re- 
quired 4 terms, that 14 pupils have required 5 terms, that 2 pupils have 
required 6 terms, and that 1 pupil has required 7 terms of school life 
to do the work he should have accomplished in 1 term. This table 
does not provide for more than 14 terms, for the card records from 
which teachers copied the school histories of their pupils were only in- 
troduced about seven years ago. The reader will therefore understand 
that 14+ terms may mean exactly 14 terms, or it may mean any num- 
ber of terms beyond 14. 

The significant facts in Table VII are seen more clearly in Table 
VIII, which is taken directly from Table VII. Table VIII gives the 
number of pupils in each grade who have made Rapid Progress, the 
number who have made Normal Progress, and the number who have 
made Slow Progress, and for each of these three groups in each grade 
shows what percentage of the total number of pupils studied have 
made that particular type of progress. 



874 REPORT OF SCHOOL SURVEY 



TABLE VIII. 

Number and Percentage of Sample Pupils in Each Grade Whose 

Progress Has Been Rapid, Normal, or Slow. 

Total No. and Percentage Whose Progress Has Been 

No. of RAPID NORMAL SLOW 

Grade Pupils No. % No. % No. % 

lA 1496 1094 73.1 402 26.9 

2B 956 41 4.3 429 44.9 486 50.8 

2A 1361 48 3.5 819 60.2 494 36.3 

3B 957 78 8.2 294 30.7 585 61.1 

3A 1078 63 5.9 617 57.2 398 36.9 

4B 866 104 12.0 239 27.6 523 60.4 

4A 990 78 7.9 475 48.0 437 44.1 

5B 822 114 .13.9 221 26.9 487 59.2 

5A 882 80 9.0 401 45.5 401 45.5 

6B 667 136 20.4 136 20.4 395 59.2 

6A 683 95 13.9 206 30.2 382 55.9 

7B 603 107 17.7 197 32.7 299 49.6 

7A 809 105 13.0 347 42.9 357 44.1 

8B 517 98 19.0 165 31.9 245 49.1 

8A 623 93 14.9 310 49.8 220 35.3 



All Grades. 13310 1240 9.3 5950 44.7 6120 46.0 



* 



The facts shown in Table VIII bear out very well the conclusions 
derived from the study of the age-grade table. It is interesting to note 
that while there were not quite four times as many over-age pupils as 
under-age pupils in the age-grade table, there are more than four times 
as many pupils who have made slow progress as there are pupils who 
have made rapid progress. Somehow or other the course of study in 
St. Paul, or its administration, is not well adjusted to the abilities of 
St. Paul pupils. 



CLASSIFICATION AND PROGRESS OF PUPILS 875 

3, The Frequency of Failures and Double Promotions. 

The investigation just described revealed the length of time re- 
quired by pupils in order to progress a given distance through the 
school course, but it failed to show the number of times a pupil had 
failed and then later been double promoted. Such a child would 
appear in the above tables as having made normal progress. The 
present section of this report is a study of how frequently pupils fail 
of promotion, how often they are double promoted in such a way as to 
"skip" a grade, and in how many cases pupils both "skip" and repeat. 
The school histories studied are not necessarily the same that were 
used in the previous sampling for the progress study, although they 
were chosen in the same way. The sampling of records and the tab- 
ulations shown in this section were made by an entirely different mem- 
ber of the survey staff and without any knowledge of the study re- 
ported above. 



TABLE IX. 



Sampling of the Frequency With Which Pupils Have Skipped or Repeated Half Grades in Reaching Their Present State of Advancement. 



o 
aw ^ o 



IB 919 868 

lA 12:^") 1205 

m (\h2 574 

•l:\ 101 : !)(>() 

.'IB oiii :)(;-^ 

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41! (Ml .-);n 

4 A i(i;!(; ::s 

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5A SoS (541 

CA\ TSS r)78 

liA 884 r)8] 

:i! ()().■; 486 

:a <)()0 (i40 

■'I'. 52;! 375 

>SA :0() 511 



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496 

876 
205 
488 
1!»;! 

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152 
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128 
2:]o 
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181 
101 
236 
89 
219 



338 
222 
255 

231 
1!I2 

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175 
154 
186 
155 
183 
170 
110 
107 



24 

85 

76 

122 

lis 

S7 
lOS 

98 
115 
109 
114 

97 
103 

72 

66 



Number of Pupils Whose Records Show That Th.y 
Have Repeated ^- Have Skipped 



9 

14 
21 
38 
52 
47 
37 

51 
36 
81 
57 
43 
48 
3 ( 
19 



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15 

22 

31 
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20 
12 





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CLASSIFICATION AND PROGRESS OF PUPILS 8'^9 

Table IX shows for each grade the number of pupils enrolled on 
the sheets selected for this study, the number of complete records, the 
number of these records showing no failures and no double promo- 
tions, the number showing each possible number of repetitions and 
double promotions, and the number of records showing that a pupil 
had both repeated and been double promoted. The facts shown in 
Table IX take on more significance when turned into percentages of 
the total number of school histories studied. These percentages are 
given in Table X, the first line of which reads as follows : of the 868 IB 
histories studied, 57,1^ showed no double promotions and no repeti- 
tions, 39.0% had repeated once, 2.8% had repeated twice, 1.0% had 
repeated 3 times, and .1% had repeated 4 times, making altogether 
42.9% who had repeated ; none of these IB pupils had yet had oppor- 
tunity to skip a grade. 



TABLE X. 

Percentage of Pupils Who Have Skipped or Repeated Half -Grades in Reaching Their Present Stage of Advancement. 



'7o of pupils who have repeated 



.ho have skipped 



C 4, 



SI', 
SA 



All Grades 



868 


57.1 


39.0 


2.8 


1.0 


.1 


.... 


43.9 


.... 


.... . . . 




.... 


.... 


1205 


72.7 


18.5 


7.0 


1.3 


.5 


.1 


27.3 




.... . . . 




.... 




574 


35.7 


44.4 


13.3 


3.7 


1.0 




62.3 


2.4 


.2 




2.6 


.6 


900 


54.2 


25.7 


13.6 


4.2 


1.1 


.1 


44.7 


1.7 


.2 




1.9 


.8 


562 


34.3 


34.2 


13.7 


9.3 


2.7 


.7 


60.5 


9.8 


.2 




10.0 


4.8 


743 


43.2 


22.9 


15.9 


6.3 


3.1 


1.6 


49.8 


10.6 


2.6 


4 


13 . G 


(') . 6 


531 


28.6 


31.6 


16.4 


7.0 


4.1 


2.5 


61.6 


16.2 


.7 




16.9 


7.1 


778 


39.2 


25.6 


13.9 


6.8 


4.0 


2.7 


53.0 


10.0 


3.6 




13.6 


5.8 


590 


21.7 


29.7 


16.6 


8.6 


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3.6 


64.4 


20.7 


1.5 


5 


22.7 


8.8 


641 


35.9 


24.0 


17.9 


5.6 


7.2 


1.9 


56.6 


13.8 


4.3 


3 


18.3 


10.8 


578 


16.1 


32.2 


18.9 


14.0 


4.5 


1.2 


70.8 


23.7 


4.9 1 





29.6 


16.5 


581 


31.2 


26.7 


19.6 


9.8 


4.0 


2.0 


62 . T 


13.4 


2.6 




16.0 


9.3 


486 


20.8 


37.6 


20.0 


8.9 


4.1 


.6 


71.3 


31.8 


7.0 


. , 


28.8 


20.8 


640 


36 . 9 


26.6 


16.1 


7.0 


1.9 


.6 


52.7 


19.4 


6.2 


.3 


25.9 


15.5 


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0;; 1 


20.4 


19.2 


9.9 


1.3 


.5 


60.3 


22.4 


3.7 


.8 


26.9 


10.9 


511 


42.9 


20.9 


13.9 


3.7 


1.4 


.2 


39 . 1 


19.6 


7.2 1 


.8 


28.6 


10.6 



10563 



40.9 



28.; 



14.0 



6.1 



1.1 



52.4 



11.0 



.3 



13 . 7 



CLASSIFICATION AND PROGRESS OF PUPILS 883 

The reader will recognize in Table X, the tendency, which has 
been mentioned in connection with at least two previous tables, for 
the A section of classes to have larger percentages of normal pupils, 
while the B sections have larfer percentages of normal pupils, while 
the B sections have larger percentages of repeaters. Another 
point to be observed is that only 7.0^ of the pupils studied had both 
skipped and repeated. If this percentage is subtracted from the total 
percentages of repeaters and of "skippers," one discovers that only 
6.7% have skipped without repeating, while 33.9%, five times as great 
a proportion, have repeated without skipping. 

Still greater validity and clearness is added to this study by com- 
bining the A and B sections of each class into a single class group. 
This has been done, and a table of percentages corresponding to Table 
X, is here given as Table XI. 



884 



REPORT OF SCHOOL SURVEY 



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886 REPORT OF SCHOOL SURVEY 

One very significant feature of Table XI is the fact that the per- 
centage of pupils who have neither skipped nor repeated becomes 
steadily smaller up to the sixth grade and that it thereafter becomes 
larger, while the percentage of pupils who have repeated be- 
comes steadily larger up to the sixth grade and thereafter becomes 
smaller. This does not mean that teachers have been more 
severe upon the classes that entered school within the last six years. 
It simply points out again the fact that pupils who are unable to make 
normal progress drop out of school more quickly than who make nor- 
mal progress. The percentage of pupils who have skipped one or 
more grades in Table XI becomes steadily larger through the 
eighth grade. If eliminations were a mere matter of chance, the rela- 
tive proportions between normal progress pupils, repeaters and "skip- 
pers" would not be changed by it, but elimination from school is a dis- 
ease which finds "repeaters" particularly susceptible. 

The number of times a pupil has repeated is also an important 
consideration. The reader will notice in Table XI that the pupils who 
have repeated 5 times or more reach their maximum percentage of the 
whole class in grades four and five, while those who have repeated d- 
times reach their largest percentage in grade five, those who have 
repeated 2 or 3 times have their maximum percentage in the sixth 
grade, and those who have repeated but once reach their maximum in 
the seventh grade. Each additional time a child repeats a grade is an 
added indication that he will leave school with a less adequate school 
training. Such facts as those revealed in Table XI tend to make one 
question whether the function of the school as at present organized 
may not after all be merely to act as a screen or sieve to separate those 
who can succeed at bookish school work from those who can not. 
Should the public schools not adapt themselves to the abilities and 
interests of their pupils rather than require, as they seem now to re- 
quire, that pupils either adapt themselves to the bookish curriculum 
offered or else drop out of school and get their real education from ex- 
perience and the world outside the school? 

4. The Relative Difficulty of the Various Elementary Grades. 

It has been suggested in previous sections of this chapter that 
some pupils are forced out of school by the present organization and 
administration of the course of study. This result would probably be 
increased where pupils actually found the work becoming harder for 
them to accomplish as they progressed. This section of the chapter 
reports a study of the school progress problem, with special reference 
to the relative difficulty of the various elementary school grades. 



CLASSIFICATION AND PROGRESS OF PUPILS 887 

The blank upon which teachers copied the school histories of their 
pupils contained one column in which the teacher was to record 
whether or not the pupil had just been promoted. Since these blanks 
were filled out immediately after the mid-year promotions, any tabu- 
lation of replies to the promotion question applies only to the promo- 
tions at the middle of the present school year. It must also be kept 
clearly in mind that only those pupils who were in school after promo- 
tions are here considered, — ^some of those who failed to be promoted 
may not have returned to school. The pupils who had been promoted 
would more surely return than those who had not been promoted, so 
that the results here given will tend to show percentages of failure 
which are too low rather than too high. 

Returns on the promotion question were tabulated for exactly the 
same 13,115 pupils used in the special sampling of the frequency of 
failures and double promotions. These returns are summarized and 
given in percentage terms in Table XII. 



b88 



REPORT OF SCHOOL SURVEY 



TABLE XII. 

Sampling of Mid-Year Promotion Results, 1916-17. 

No. of Pupils No. Repeating °fo Repeating 



Now in 

Grade 
IB) 

) 1 
2A) 



2B) 

) 2. 
2A) 

3B) 

) 3. 
3A) 

4B) 

) 4. 
4A) 

5B) 

) 5. 
oA) 

6B) 
) 6. 

6A) 

7B) 

) 7. 
7A) 

8B) 

) 8. 
8A) 



in Classes 
Studied 
919: 

2144 



1225 
652 

1017 
631 
905 
641 

1036 
773 
585 
788 
884 
663 
900 
523 
700 
All Grades 13115 



the 
Grade 
323: 



1669 



1536 



1677 



1631 



1672 



1563 



1223 



118 
70 
70 
68 
50 
^^ 
73 
•70 
38 
54 
85 
56 
62 
48 

13 

1264 



441 



140 



119 



139 



108 



139 



118 



60 



the 
Grade 
35.i: 

9.7 
10.7 

6.9 
10.8 

5.6 
10.3 

7.0 

9.1 

4.4 

6.9 

9.6 

8.4 

6.9 

9.2 

1.7 

9.6 



20.6 



8.4 



7.7 



8.3 



6.6 



8.3 



7.6 



4.9 



CLASSIFICATION AND PROGRESS OF PUPILS 889 

It is very difficult to understand why there should be such con- 
trasts as appear in Table XII. Why should 35.1% of the pupils in the 
IB grade be repeating their grade while only 1.7% of the pupils in 
grade 8A are repeating? The general tendency for about 8 pupils out 
of each 10 to be repeating their grade seems to hold, except in the IB 
and the 8A grades. The percentage of failures is larger in the B sec- 
tions than in the A sections, except in the sixth grade. Other than 
this fact that it is more difficult for pupils to secure promotion out of 
B sections than it is for them to secure promotion out of A sections of 
classes, Table XII furnishes very little light on the problem of the 
relative difficulty of grades. It appears that there was last January 
just about as large a proportion of failures in the upper grades as in 
the lower grades. 

The important question to ask, however, in regard to the relative 
difficulty of the various grades, is not "What proportion of the pupils 
in each grade fail?" but rather, "In what grades did pupils, who have 
now completed the entire course, fail?" and, "What grades did pupils, 
who have now completed the entire course, skip?" As was indicated 
previously, the cumulative record cards have been kept in St. Paul's 
schools for only about seven years, so that it would have been impos- 
sible to trace the primary grade histories of grammar school graduates. 
Even the histories of eighth grade pupils are not complete for the first 
grades. The survey staff have therefore found it necessary to take at 
random a sampling of the pupils now in the various elementary grades 
and discover where, in the part of the course already covered, they 
have repeated a grade or have received a double promotion. 



890 



EEPORT OF SCHOOL SURVEY 



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892 REPORT OF SCHOOL SURVEY 

Table XIII and Table XIV furnish the facts concerning the num- 
ber of pupils who repeated or were double promoted over any given 
grade. Table XIII, for example, reads from left to right as follows: 
478 school progress histories of pupils now in the 8A grade show that 
5 are repeating the 8A grade, that 33 repeated the 8B grade, that 39 
repeated the 7A grade, that 52 repeated the 7B grade, and so on. 'Since 
the records gave only the last seven years of any child's school history, 
no dependence can be put in the figures showing what happened to a 
child in a grade in which he should have registered more than six 
years ago. The line drawn through these tables, cutting off parts of 
the first and second grade facts for seventh and eighth grade pupils' 
histories, shows approximately their lower limit of dependaibility. It 
is unfortunate that records were not available for the complete school 
life of all pupils. 

The crude numbers shown in Tables XIII and XIV, are given as 
percentages of the total number of pupils in each grade by Tables XV 
and XVI, respectively. 



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AND PROGEESS OF PUPILS 893 



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894 



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CLASSIFICATION AND PROGRESS OF PUPILS 895 

The percentages for the present eighth grade pupils are most im- 
portant, the percentages for the present seventh grade pupils next 
most important, and so on. The reader will observe in Table XV 
that a larger proportion of the present 8A class failed in the 7B grade 
than in any other grade. The present SB and 7A pupils appear like- 
wise to have had most difficulty in passing grade 7B, while those who 
are now in grade 7B had most difficulty in the IB grade. Table XVI, 
in a similar manner, shows that the present 8A pupils were double 
promoted with greater frequency over the 8B grade than over any 
other grade, although on the whole these double promotions occurred 
in larger numbers in the early grades than in the later grades. The 
present 8B pupils were double promoted most frequently in the 4A 
grade, while the present 7A pupils were double promoted in larger 
numbers over the 3A grade than over any other grade. 

In order to secure larger numbers of pupils in each group and to 
eliminate partially the unusually large showing of double promotions 
at the middle of the year 1916-17, Table XVII and XVIII have been 
prepared by combining the histories of the A and B sections of each 
class. , ' - i 



896 



REPORT OF SCHOOL SURVEY 



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811 8 REPORT OP SCHOOL SURVEY 

It is of interest to notice, in Table XVII, that there is a very gen- 
eral tendency, with those pupils who have survived the lower grades 
and have reached the seventh and eighth grades, for the upper grades 
to cause a somewhat larger number of repetitions than the lower 
grades. For all pupils who have not yet reached the upper grades, the 
IB grade is the great stumbling block. If one reads Table XVII 
downward, instead of across to the right, he may notice a distinct 
tendency for the work of a given grade to cause a smaller number of 
failures among those who have succeeeded in getting into the higher 
grades than it causes among those who have not yet so nearly com- 
pleted the elementary school course. 

Table XVIII sheds very little additional light upon the relative 
difficulty of the various grades. There seems to be a slight tendency 
for double promotions to appear more frequently in the early grades 
than in the upper grades, when the records of those who attain the 
upper grades are considered. 

On the whole, it may be said, in concluding this study of the rela- 
tive difficulty of the various school grades, that children who succeed 
in reaching the upper grades have there found somewhat greater diffi- 
culties to overcome than they found in the lower grades. Such an 
organization of school work tends to increase the "sifting" or selective 
activity of the schools at the expense of the educative function for 
which schools are maintained. 

B. Conditions in the Public High Schools. 

The public high schools of St. Paul form a rather more distinctly 
separate part of the school system than do the high schools of most 
other cities. The principals of these high schools meet frequently and 
plan as a group for the development of their schools. The survey 
stafif found it difficult to secure any definite information about the high 
schools in the general office of the school system. The lack of co-or- 
dination between the elementary and high schools is partly shown by 
the fact that the data contained on the elementary school record cards 
are not transferred with pupils when they enter high school. At the 
time members of the survey stafif were able to visit the high schools 
(February 1, 1917), not all of the pupils just entering high school from 
the grades had yet registered completely, and it was therefore impos- 
sible to secure directly from the office of the principals the information 
needed for all the high school pupil studies it seemed desirable to 
make. 



CLASSIFICATION AND PROGRESS OF PUPILS 899 

In order to secure some information as to age-grade relation 
among high school pupils, an attempt was made to have each pupil fill 
out a small printed blank which is reproduced below. About seventy- 
five per cent of all the pupils gave at least their names and their dates 
of birth, from which Table XIX was prepared, showing the distribu- 
tion of ages for the four high school classes. Many pupils failed to 
furnish sufficiently definite information as to their exact classification 
to make it worth while to divide each class into an A and B section. 

1. Name • • 

2. Sex 

3. Age on last birth day , • • 

4. Date of birth 

(Month, day, year) 

5. Last grade school attended .' 

6. Class in high school 

(This semester) 

7. Total number of semesters you have attended high school 

(This high school or any other) 

8. Program of studies this semester. 

(Write the name of each study.) 



9. Turn the paper over and write your program of studies for last 
semester. 



900 KEPQET OP SCHOOL SURVEY 

TABLE XIX. 

Partial Age-Grade Table for St. Paul Public High Schools. 

February 1, 1917. 





First 


Second 


Third Fourth 


Total 


Total Total 


Age* • 


Year 


Year 


Year 


Year 


H. S. 


Boys Girls 


12 .... 


8 


.... 






8 


5 


o 
O 


125^ .... 


8 


.... 






8 


3 


5 


13 .... 


43 


3 






46 


19 


27 


135^ .... 


95 


7 






102 


49 


53 


14 .... 


.. 191 


26 






217 


90 


127 


14j^ .... 


. . 260 


78 


7 




345 


151 


191 


15 .... 


.. 235 


131. 


16 




382 


156 


226 


15^ .... 


149 


187 


50 


6 


392 


179 


213 


16 .... 


. . 103 


182 


104 


5 


394 


190 


204 


i6y2 .... 


59 


114 


135 


31 


339 


148 


191 


17 .... 


28 


72 


120 


78 


298 


146 


152 


17^ .... 


13 


42 


63 


87 


205 


99 


106 


18 .... 


7 


14 


52 


79 


152 


73 


79 


isy2 .... 


2 


13 


34 


75 


124 


50 


74 


19 .... 


. . .... 


4 


8 


44 


56 


29 


27 


i9y2 .... 





5 


7 


16 


28 


18 


10 


20 .... 


1 


3 


2 


11 


17 


13 


4 


20>^ .... 





.... 


1 


8 


9 


7 




21 .... 




1 


1 


. . . 


3 


2 


1 


21J^ .... 





.... 




1 


1 


.... 


1 


22 .... 


. . .... 


.... 






• • • • 


.... 




221^ .... 





.... 






.... 


.... 




23 .... 





1 






1 


1 




23^ .... 





.... 






.... 


.... 




24 .... 





• . . • 






.... 


.... 




241^ .... 





.... 






.... 


.... 




25 .... 


. . .... 


.... 






.... 


.... 




25^ .... 


1 


.... 






1 


1 




26 .... 





1 






1 


1 




263^ .... 





1 






1 


1 




30 .... 





1 






1 


1 




Total ... 


. . 1204 


886 


600 


441 


3131 


1432 ] 


L699 



Ages are given to the nearest half-year on February 1, 1917. 



XX — Continued. 



idition in the Four High Schools. 

isy. 19 19^ 20 20y2 21 211^ 22 22^ 



4 


19 


19^ 


20 


5 


3 


1 


1 


o 


1 


1 




I 




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1 


3 


2 







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1 

4 
4 

22 



17 13 

14 11 

5 4 5 2 

4 6 4 2 

11 21 11 8 



2 9 2 11 
2 1 

3 7 3 1... 
5 ... 1 



TABLE XX— Continued. 
« 

" Analysis of Age-Grade Condition in the Four High Schools. 

12 nyi 13 i;i/. u u/, is i5/. la id'A i- n/. is is/, i9 i9/. ao -ioy, -n ny, n 22/. 23 23;.^ 24 34/. 25 25y, n -m/, ^ ,\^,,^ 

JUNIOR 
Boys 

Central ... 3 3 7 14 21 34 15 10 o 3 1 1 .. ^^, 

ilumbolclt 3 8 5 6 3 G 3 11 .. 

Johnson 6 10 9 11 4 1 .. 1 1 . .. ... ... ^^ 

MechanicArts ^ lU ^ ^11 ^ ^ ^ ^ ^ ^^ ^ ^ ^^ ^^ ^^ _^ _^ ^ ^ ^ ^ ... ... j,., 

Total : T7 TT TT ... .-• ^ 7 23 48 53 63 30 28 12 6 3 2 1 1 ... ^^ ~^^ 

Girls 

CVn.ral 2.9 26 44 28 15 14 13 1 3 ,,^j, 

Ihnnboklt -^ ^ '"^ 1''' ^ ■'' ° ^ :>> 

fuhnson ■•• 2 2 5 Ifi 18 12 9 2 4 ,„ 

Ah-chanic Arts ••■ 3 1 6 12 5 10 4 3 4 1 1 ^,, 

•|',,,al ... 4 9 27 56 82 57 33 24 22 2 4 .,j,l 

SENIOR 
Boys 

tVntral 1 1 7 16 17 15 11 7 1 7 1 3 2 g, 

IInml)ol<lt 1 4 2 5 4 1 4 1 1 ,8 

Idhn.sun 3 7 8 6 2 4 5 4 5 2 ,i; 

"Mi-chanic Arts 4 6 11 8 9 6 4 6 4 2 4 j, 

Tdlal 1 1 14 30 40 31 27 21 11 21 11 8 6 ]W 

Girls 

Ccnlral 1 2 9 21 18 30 18 9 2 9 2 1 1 ... 1 li:l 

IhunlH.Kll 1 C 10 1 3 3 ... 2 1 2(1 

Johnson 3 ... 5 9 11 9 22 7 3 7 3 1 , 7" 

.Mcclianic Arts 1 2 2 12 8 8 3 5 ... 5 ... 1 Vi 

'i'olal 5 4 17 48 47 48 IS 23 5 23 5 3 2 ... 1 251 

GRAND TOTAL .11:11 



TIic .T'e-yrado i)rosontccI in Tabic XIX arc slunvii in 'ral)lc XX fn/lxiys and f^irls separately in cacli class of each hiijli sclmol. 

TABLE XX. ' 

Analysis of Age-Grade Condition in the Four High Schools. 

Age ■ All 

12 135^ 13 13^ 11 M'-. I.'. I.V.. i(i i(i'/_. i; \:'/j IS 18/2 i;i idyi 30 -zoyi 21 2v/, 33 22j^ 2;! iv/, u •^4y.. 2.-) 2r,y_, 2(> ■my, m .v.^v- 

FRESHMAN 
Boys 

Central 2 2 fi 19 2S :!. :!5 1!) 22 :. ; ; 1 IS' 

llmnbohlt 2 1 4 10 Id IC Vi U S 2 1 :! il-l 

loln.son 4 (i 1^ -W lii i:) 4 :) o; 

Mechanic .\rts ' 1 ... 4 10 22 ;!2 24 l!l 15 12 5 1 2 2 1 ... 1 151 

r,,tal 5 :l IS 45 :S U:! i)l 61 55 28 14 5 5 2 1 ... 1 1 52ii 

Girls 

V'cural 4 2 5 K In 5(; 51 :;4 15 l(i C 1 1 245 

Ihnnboldt 5 12 \'. 2:! 24 IT 3 3 1 10:i 

john.son 1 2 1 in 25 :!(l .'.l 22 10 ... 2 2 1 14-! 

Mechanic .\rts 1 1 S 11 :ll -S .IS 15 1 ; l;i 4 I ISl 

Total 4 5 25 .50 IKl 14; 144 SS 4.S :!1 14 S 2 ImS 

/ 

SOPHOMORE 
Boys 

CentVal 2 :l K! IS 5(1 :; I 21 li1 G 2 4 ... 1 1 ■ ■' 

llumbiildt 1 1 2 !i !i Id 11 !) 8 3 1 1 1 I'l' 

jiihn.son ] 2 11 II Hi 10 1:1 ;! 1 1 1 1 1 1 ... 1 Si; 

Mechanic .\rts 1 ... li '.) i; 111 23 S 8 !) 3 3 ... 1 22 ... ... ... ... ... .1 ... ... ■•■ ' ••• ^H 

Tntal 1 4 12 35 58 1 80 5:! 30 24 !t 2 4 2 4 1 1 4 -13'i 

Girls 

<-'entral ;! li) :iO 4i) 42 20 12 2 1 Ts" 

Humboldt 1 :; n l;l i:; k; 7 !) 2 1 1 ;5 

,' 'li'ison - 1 1 11 1; ■>■> 11; ];. 5 o ] ■> "i 03 

Mechanic .Vrts 1 ] ; 4. 1;] IS 22 12 10 2 1 1 1 1 1 ■'•• 

'■'"tal 2 3 14 13 73 03 00 (il 33 18 5 4 2 1 1 ... 1 I^'' 



33 231^ 24 24>^ 25 25^/^ 26 26^^ 30 Ages 



in 
4:> 

280 



14i) 
70 

4;) 

320 



81 
18 
37 

5i 

190 



113 
2G 
70 
42 



251 

GRAND TOTAL 3131 



CLASSIFICATION AND PROGRESS OF PUPILS 



905 



One of the reasons it is so difficult to secure accurate age-grade 
information about high school pupils is to be found in the high school 
plan of promotion b}^ subject. In surveys of high school pupils and of 
elementary school pupils who have had the advantage of the promo- 
tion-by-subject plan^ it is quite important that inquiry be made as to 
the relative percentages of failures which the different subjects have 
shown. This inquiry for the St. Paul public high schools w^as made to 
cover two semesters: first, the semester ending in June, 1916; and 
second, the semester ending in January, 1917. The data for this study 
were copied directly from the records on file in the "offices of the high 
school principals. 

Table XXI gives the enrollment by subjects in each of the St. 
Paul high schools for the semester ending in June, 1916. The last 
line along the bottom of the table gives the total number of subject 
enrollments, and does not refer to the total number of pupils in high 
school. 



1)06 



REPORT OF SCHOOL SURVEY 



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CLASSIFICATION AND PROGRESS OF PUPILS 907 

The percentage of failures in a given subject may be influenced 
quite distinctly by one's definition of failure. Some schools are able 
to report a low percentage of failures because of their practice of elim- 
inating from class before the end of the semester all those pupils who 
seem unable to make a decided success in the subject concerned. 
AAHien one is considering the adjustment of the curriculum to the abil- 
ities of boys and girls, the important question is, what proportion of 
the pupils who attempt a given subject are able to carry it through 
successfully? For this reason, both failures to carry the subject 
through the semester and failures to make a satisfactory grade at the 
end have been tabulated for the St. Paul high schools. 



908 



REPOET OF SCHOOL SUEVEY 



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'.>10 REPORT OF SCHOOL SURVEY 

Table XXII gives for each high school the percentage of pupils 
who dropped each subject. An examination of the lower line in the 
table will discover to the reader that 9.8^ of all the subject enroll- 
ment were dropped before the end of the semester, that the boys 
dropped a larger proportion of their enrollments than the girls, and 
that there were relatively fewer subjects dropped in the Central High 
School than in the other three schools. Examination of the column 
at the extreme right of Table XXII shows that there was great varia- 
tion among the different subjects of the high school curriculum. Three 
per cent of the pupils dropped the work in science, for example, while 
more than eighteen per cent dropped their work in Swedish, sixteen 
per cent in bookkeeping, fourteen per cent in mechanical drawing, and 
twelve per cent in mathematics. 

Table XXII also reveals wide variations between the different 
schools in the same subjects. Manual training was dropped by less 
than five per cent of the pupils taking it in the Central High School, 
while over nineteen per cent dropped this subject in the Johnson High 
School. Expression caused no pupil to drop in the Johnson High 
School, while over fourteen per cent dropped it in the Humboldt. Less 
than eleven per cent dropped Mechanical Drawing in the Central High 
School, while over twenty-nine per cent dropped it in the Humboldt 
High School. 

Even more significant than the proportion of pupils dropping it 
given subject is the proportion of pupils who fail in that subject. 
Table XXIII gives the percentages of those enrolled who failed in 
each subject at the ead of the semester ending in June, 1916. 



CLASSIFICATION AND PROGRESS OF PUPILS 



911 



TABLE XXIII. 

Per Cent Failing of Those Enrolled in Each Subject During the Sem- 
ester Ending June, 1916. 



Boys Girls 



Boys and Girls in 



Subject 



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English 12.9 5.4 7.1 

Latin 17.7 9.0 10.5 

French 22.0 11.0 15.6 

German 15.7 9.0 12.0 

Swedish 2.9 0.0 

Expression 2.8 2.6 5.2 

Mathematics 21.4 15.5 23.6 

History 11.4 8.7 8.1 

Science 6.5 4.5 5.4 

Penmanship-Sp 13.2 2.9 11.2 

Bookkeeping 18.5 14.3 9.7 

Stenography 16.4 7.1 8.2 

Typewriting 15.7 8.4 16.0 

Commercial Subjects 5.1 1.9 4.2 

Domestic Science.... 0.0 3.3 2.3 

Manual Training.... 5.8 11.1 3.3 

Freehand Drawing. . 0.0 0.0 

Mechanical Drawing. 14.3 0.0 4.5 

Modehng 1.1 2.1 10.3 

Music 0.0 1.2 2.3 

All subjects 13.4 7.3 10.0 



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912 REPORT OF SCHOOL SURVEY 

A study of this table shows again a wide variation in the percent- 
ages of those who fail in the various subjects. In freehand drawing, 
none of the pupils fail, while 18.6 'po of all the pupils taking mathe- 
matics fail. The reader will note that 16.1^ of the pupils fail in 
bookkeeping, 14.2^ in mechanical drawing, l-i.O'/o in French, 13.7^ 
in Latin, 12.1% in German, 10.7% in typewriting, and 10.0% in His- 
tory. A percentage of failure greater than 10 suggests either that the 
teaching" is unsatisfactory or that the courses of study are too difficult 
for the pupils. When the percentage of failures in a given subject is 
15 or larger, it would seem that a very careful study should be made at 
once by those who are administering the school to discover whether 
it is the teacher or the courbc that needs corrccti<in. 

It is interesting to observe in Table XXIII that the boys show i 
much larger percentage of failures in practically all of the subjects 
than do the girls. For example, the percentage of failures for boys in 
English is 12.9, while for girls it is 5.1; 21.1% uf the boys fail in mathe- 
matics, while only 15.5% of the girls fail in this subject; and in French 
only 11% of the girls fail, while 22% of the boys fail. One is not jus- 
tified, however, in concluding from the above figures that girls are 
more able than boys in these subjects. One might rather suggest that 
girls are somewhat more docile and willing to work at any task to 
which they are assigned, regardless of its interest and value to them. 
Girls have not quite the same opportunity for outside activities such 
as commonly occupy the interest and attention of boys. The school 
cannot, however, excuse itself on these grounds. The obligation to 
teach successfully the subjects in which pupils are enrolled includes 
the duty of awakening interest and enthusiasm for the work under- 
taken as well as the mere knowledge of how to present or to explain 
the material to be mastered by the pupils. 

Swedish causes only 1.6% failure, if Table XXIII is taken as the 
only source of evidence. It is important, however, that this small 
percentage of failures be related to the fact, shown in Table XXII, that 
Swedish classes lose 18.3% of their pupils before the end of the sem- 
ester. High school boys and girls not infrequently drop the subjects 
in which they are not succeeding. A truer conception of the school 
mortality in the several courses of the different schools can probably 
be obtained by combining the percentages of those who fail with the 
percentages of those who drop a course. One must be very cautious 
in interpreting this total percentage, however, for it is sometimes true 
that dropping a subject may be accounted for by other reasons than 
lack of success. Table XXIV gives the percentages of those enrolled 
in each subject who either dropped or failed during the semester end- 
ing June, 1916. 



CLASSIFICATION AND PROGRESS OF PUPILS 



913 



TABLE XXIV. 

Per Cent Dropping and Failing Those Subjects in Which They Were 
Enrolled During the Semester Ending June, 1916. 



Boys Girls 



Boys and Girls in 



Subject 



English 25.6 

Latin 26.3 

French 29.7 

German 30.3 

Swedish 27.5 

Expression 12.7 

Mathematics 26.8 

History 22.8 

Science 11.3 

Penmanship-Sp 34.7 

Bookkeeping 43.4 

Stenography 39.1 

Typewriting 37.6 

Commercial Subj.... 11.3 

Domestic Science. . . . 50.0 

Manual Training.... 16.8 

Freehand Drawing, . 14.1 

Mechanical Drawing. 28.5 

Modeling 11.8 

Music 18.8 



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15.3 


25.3 


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21.3 


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13.2 


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18.1 


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5.8 


13.6 


10.4 


10.9 


8.4 


13.1 


29.5 


9.7 


25.4 


17.4 


22.2 


25.0 


29.2 


13.5 


15.8 


42.7 


33.0 


16.6 


17.6 


21.2 


23.6 


24.2 


22.5 


16.2 


30.5 


15.2 


10.9 


29.4 


23.2 


8.4 


8.5 


8.8 


15.1 


8.3 


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10.2 


17.9 


10.1 


10.1 


11.1 


8.2 


27.3 


19.1 


14.8 


16.7 


4.7 


6.8 


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All subjects 



26.5 13.9 17.0 20.3 18.5 25.1 20.0 



914 EEPORT OF SCHOOL SURVEY 

The problems revealed by the enormous percentages of non-suc- 
cess in the high school subjects, especially in such subjects as mathe- 
matics, bookkeeping, and mechanical drawing, require much more de- 
tailed studies than it is possible for outside investigators to make. 
One out of every five pupils who resj^ister for a course in the St. Paul 
high schools will, if the percentages in Table XXIV are typical, either 
drop out of the course before the end of the semester or receive a final 
mark of "failure." If this pupil is a boy, his chances of securing a sat- 
isfactory mark are fewer than four out of five. Careful investigation 
will doubtless reveal the fact that some teachers need to revise their 
systems of marking. In other cases, modifications in teaching 
methods may bring about some improvement. It is also undoubtedly 
true that many pupils need to be more carefully guided in the selection 
of the subjects for which they register. 

As a check upon the percentages furnished in the above tables, a 
similar study has been made of the percentages dropping the various 
subjects and the percentages failing during the semester ending Janu- 
arv, 1917. The results of this study are summarized in Tables XXV 
XXVI, and XXVII. 



CLASSIFICATION AND PROGRESS OP PUPILS 915 



TABLE XXV. 

Per Cent Dropping Subjects in Which They Were Enrolled During 
the Semester Ending January, 1917. 

Boys and 
Subjects Boys Girls Girls 

English 10.9 

Latin 8.8 

French 19.8 

German 15.5 

Swedish 14.0 

Expression 11.3 

Mathematics 14.7 

History 9.5 

Science 4.2 

Penmanship-Spelling 18.9 

Bookkeeping 15.1 

Stenography 27.2 

Typewriting 14.9 

Commercial Subjects 7.7 

Domestic Science 

Manual Training 10.3 

Freehand Drawing 1.6 

Mechanical Drawing 10.6 

Modeling 10.8 

Music 5.6 



7.6 


9.1 


5.3 


7.2 


12.4 


14.0 


7.9 


11.3 


9.4 


11.7 


3.0 


5.1 


10.5 


12.5 


7.4 


8.4 


3.8 


4.0 


12.4 


15.0 


13.3 


14.0 


11.1 


14.9 


9.5 


11.2 


8.2 


8.0 


6.2 


6.2 


0.0 


10.2 


6.4 


7.8 


0.0 


10.6 


9.3 


9.9 


7.0 


6.7 



All subjects 11.8 8.1 9.8 



916 REPOET OP SCHOOL SURVEY 



TABLE XXVI. 

Per Cent Failing of Those Enrolled in Each Subject During the Sem- 
estetr Ending January, 1917. 

Boys ana 
Subjects Boys Girls Girls 

English 15.3 

Latin 18.2 

French 26.9 

German 19.7 

Swedish 14.0 

Expression 9.9 

Mathematics 25.6 

History 12.5 

Science 11.0 

Penmanship-Spelling 19.3 

Bookkeeping 21.2 

Stenography 17.4 

Typewriting 10.6 

Commercial Subjects 8.2 

Domestic Science 

Manual Training 3.0 

Freehand Drawing 0.0 

Mechanical Drawing 19.6 

Modeling 2.0 

Music 0.0 



5.5 


10.0 


8.2 


13.6 


13.2 


16.4 


9.9 


14.3 


1.9 


7.8 


2.0 


4.0 


17.9 


21.8 


9.4 


11.0 


4.7 


7.3 


6.1 


11.4 


20.9 


21.0 


10.8 


12.3 


6.8 


8.0 


9.4 


8.9 


1.2 


1.2 


0.0 


3.0 


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.4 


0.0 


19.5 


3.7 


3.0 


0.0 


0.0 



All subjects 16.0 8.4 11.9 



CLASSIFICATION AND PROGRESS OF PUPILS 91''' 

TABLE XXVII. 

Per Cent Dropping and Failing Subjects for Which They Were En- 
rolled During the Semester Ending January, 1917. 

Subjects Boys 

English 26.2 

Latin 27.0 

French . . ., 46.2 

German 35.2 

vSwedish 28.0 

Expression 21.1 

Mathematics 40.3 

History 22.0 

Science 15.2 

Penmanship-Spelling 38.2 

Bookkeeping 36.3 

Stenography 44.6 

Typewriting 25.5 

Commercial Subjects 15.8 

Domestic Science 

Manual Training 13.2 

Freehand Drawing 1.6 

Mechanical Drawing 30.2 

Modeling 12.8 

Music 4.6 

All subjects 27.8 16.5 21.7 

Comparison of the percentages failing and dropping subjects dur- 
ing the semester ending in January, 1917, with the percentages failing 
and dropping subjects during the semester ending in June, 1916, con- 
vinces one that iJ^e excessive mortality rate in the high schools of St. 
Paul is not a mere accident but has probably become a more or less 
fixed policy of these high schools, or at least of certain departments in 
these high schools. Further evidence upon this point was obtained by 
examining the entire high school record of each pupil who entered the 
St. Paul high schools as freshmen in September, 1911, or in January, 
1912. There were 1,182 of these boys and girls who should under 
normal circumstances have finished their high school courses in June, 
1916, or in January, 1917. Table XXVIII gives the total number of 
nrarks received in each subject during the high school life of these 
pupils and also the number of these marks which were "failure" marks. 





Boys and 


Girls 


Girls 


13.1 


19.1 


13.5 


20.8 


25.6 


30.4 


17.7 


25.6 


11.3 


19.5 


5.0 


9.2 


28.4 


34.4 


16.8 


19.4 


8.5 


11.3 


18.5 


26.4 


34.1 


35.0 


21.9 


27.2 


16.3 


19.2 


17.6 


16.8 


7.4 


7.4 


0.0 


13.2 


6.9 


8.8 


0.0 


30.1 


13.1 


13.0 


7.0 


6.7 



918 



REPORT OP SCHOOL SURVEY 



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CLASSIFICATION AND PROGRESS OF PUPILS 919 

The facts given in Table XXVIII are shown in percentages in 
Table XXIX. The reader will bear in mind that the percentages 
shown in Table XXIX differ from those shown in previous tables in 
that Table XXIX considers only the actual number of semester marks 
given and takes no account of the large number of pupils who dropped 
a subject before the end of a semester. One should also keep in mind 
the fact that Table XXIX presents the facts for the same pupils dur- 
ing four years, while the previous tables gave the facts for only one 
semester but for four different high school classes. The general fact 
of an enormous mortality rate in the various high school subjects, and 
of a wide variation between schools and subjects in this respect, is 
revealed almost as clearly by Table XXIX as by those which preceded 
it. All point to the same need for more exhaustive scientific study of 
these problems on the part of those who are responsible for the admin- 
istration of these high schools, and for careful reorganization either of 
the courses themselves or of the teachers' methods, or possibly of 
both, in the light of such facts as would be disclosed by such study. 



920 



REPORT OF SCHOOL SURVEY 






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CLASSIFICATION AND PROGRESS OF PUPILS 9^1 

Such large percentages of failures cannot fail to discourage boys 
and girls from continuing their courses in high school. Failure to 
succeed, especially when coupled with an over-age condition, furnishes 
many pupils with the strongest sort of incentives to leave school. In 
order to discover what the age-grade condition of the 1,182 pupils in- 
cluded in Tables XXVIII and XXIX might have been when they 
entered the high schools of St. Paul, Table XXX was prepared. 
Table XXX gives the distribution of ages at entrance of those pupils 
who entered the public high schools as freshmen in September, 1911, 
and in January, 1912. 



932 



REPORT OP SCHOOL SURVEY 



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CLASSIFICATION AND rUCKJKESS OF PUPILS ^23 

In order to discover how long the high school pupils of St. Paul 
remain in school under such conditions of over-age as are shown in 
Table XXX and such conditions of non-success as' have been shown 
in previous tables, a tabulation has been made of the number of sem- 
esters each of the 1,182 boys and girls, who entered four years ago, 
remained in the high school in which they first enrolled. Table 
XXXI presents the distributions, then, showing how long these pupils 
actually remained. Normally they should have remained eight sem- 
esters in order to graduate. 



924 



REPORT OF SCHOOL SURVEY 



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CLASSIFICATION AND PROGRESS OF PUPILS 



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936 REPOET OF SCHOOL SURVEY 

In concluding this section of the chapter, it may be said that the 
high school situation as revealed in the above tables is not altogether 
unusual. Similar conditions exist in other high schools scattered 
widely over the entire United States. This does not, however, relieve 
those who are responsible for the administration of the St. Paul public 
high schools from the duty of attempting to learn the causes for the 
present unsatisfactory results and of making efforts to correct them. 
The high schools should exercise their educative power more effec- 
tively and should not become mere selective agencies. 

C. Conditioiis in the Private and Parochial Schools. 

An attempt was made to secure the name and age of each private 
and parochial school pupil in the city of St. Paul. For this purpo'se 
the schools were furnished with the following blank forms : 



CLASSIFICATION AND PEOGRESS OF PUPILS 



927 



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928 REPORT OF SCHOOL SURVEY 

The number of returns received are indicated by the following 
summary: 

Summary of Returns Received From Private and Parochial Schools, 

St. Paul, Minn. 

I, No. of schools from which reports were received 24 

II. Table showing number of pupils reported as enrolled in these 

schools 24 

B A 

Grade Total Total Total 

I 74 656 730 

II 41 603 644 

III 115 568 683 

IV 48 617 665 

V 604 604 

VI 626 626 

VII , 427 427 

VIII 499 499 

Total grades 278 4600 4878 

IX 19 19 

H. S 414 414 

Total 278 5033 5311 

The incompleteness of the returns and the relatively large propor- 
tion of pupils enrolled in the private and parochial schools of St. Paul 
are indicated by Table XXXIII. 



CLASSIFICATION AND PROGRESS OF PUPILS 



929 



TABLE XXXIII. 

Ratio of Pupils in Non-Public to Pupils Enrolled in Public Schools in 

1914. 











Per Cent 












of Whole 






Enrolled 


Enrolled 




Number 






in Public 


in Private 


Total in 


in Public 




City 


Schools 


Schools 


School 


Schools 


Rank 


Atlanta, Ga 


. 25747 


1000 


26847 


95.5 


1 


Minneapolis .... 


. 49167 


4500 


53667 


91.6 


2 


Seattle 


. 35527 
. 26366 


3476 
3000 


39009 
29366 


9L1 

89.8 


3 


Birmingham .... 


4 


Kansas City .... 


. 43282 


5005 


48287 


89.6 


5 


New Haven .... 


. 27185 


3302 


30487 


89.1 


6 


Indianapolis .... 


. 38372 


5644 


44016 


87.2 


7 


Portland 


. 33142 


5000 


38142 


86.9 


8 


Syracuse 


. 20980 


3116 


24151 


86.9 


9 


Providence 


.. 42353 


6568 


48921 


86.6 


10 


Worcester 


. 25208 


4037 


29245 


86.2 


11 


Memphis 


. 20131 


3529 


23660 


85.1 


-12 


Columbus, Ohio. 


. 26808 


5108 


37916 


84.0 


13 


Toledo, Ohio.... 


. 28220 


8728 


36948 


76.4 


14 


ST. PAUL 


. 28900 


9708 


38608 


74.9 


15 


Rochester 


. 30722 


12228 


42950 


71.5 


16 



From Report of U. S. Commissioner of Education, 1914, Vol. II, 
Chap. II, Table 10. 

For many of the pupils whose names were furnished by the teach- 
ers of the private and parochial schools no dates of birth were supplied. 
A partial age-grade table has been prepared, however, showing the 
ages of those pupils whose dates of birth were furnished and who 
were enrolled in the A sections of the elementary school grades. 



Gra( 



II 

V 

VI 

YII 

Totj 



14 uy2 15 i5y2 16 iGy2 ir Toi 
u 

46 

2 2 1 48 

3 3 2 53 

13 6 3 1 54 

15 16 8 ... 1 40 

31 10 9,5 2 1 ... 33 

52 ! 55 32 18 9 4 1 29 



116 101 



24 



12 



1 349: 



grades are under-age, 35.8% are of normal age, a 



age. 



1 



Grade 

J A . 
II A . 

III A . 

IV A . 
\^ A . 

VI A . 

VII A . 

VIII A . 

Total .... 



4>^ 
4 



5 
12 



43 



fin 
9 



103 



7 
64 



7/. 



8 
43 



51 

9 



57 

12 

3 

1 



83 



82 



8^ 



')S 



TABLE XXXIV. 

Partial Age Grade Table of Private and Parochial Schools. 
Pupils of Age 
9 9>4 10 101^ 11 llj^ 13 121^ 13 13>^ H 1-1>^ 15 15i^ 16 16>^ 17 



13 
51 



49 



56 
12 



!)() 



83 



25 
61 



20 
40 



46 
5 



59 

12 

2 



98 



9 
36 
68 



1 

4 
20 
58 



40 
11 



34 
13 



84 



5 
19 

28 
82 



1 
1 

i 

21 
60 



29 
3 



39 
17 



63 



70 



27 
52 
68 



1 
2 

10 
29 

47 



26 



36 
9 



75 



66 



2 
1 

9 
23 
18 
44 



13 
15 
31 



6 
16 
19 



16 



34 



69 



1 
2 
3 
8 
9 
32 



13 



44 



78 156 137 192 193 333 218 210 189 240 223 223 205 246 189 



166 



116 



101 



24 



12 



Note 



1" rom 
ai-c. The 



Age 4 =3 yrs. 9 mos. — 4 yrs. 3 mos. 
Age 45^ = 4 yrs. 3 mos. — 4 yrs. 9 mos. 
Etc. 

the above table it will be observed that 23.5% of the private and parochial school pupils in the A sections of the elementary grades arc under-age, 35.8% arc 
proportion of over-age pupils is practically the same as that found in the public schools. 



'otal 




Median Ago 


lU 


G 


yrs. 


8 mos. 


-160 


7 


yrs. 


11 mos. 


48!) 


9 


yrs. 


mos. 


530 


10 


yrs. 


mos. 


5-10 


11 


yrs. 


3 mos. 


400 


12 


yrs. 


1 mo. 


334 


13 


yrs. 


10 mos. 


399 


14 


yrs. 


mos. 



1 3493 



of normal a.ge, and 10.7% are over 



INDEX 



933 



INDEX OF TABLES. 

PART I. 

Table A. Number Enrolled and School Census for Schools, 

September, 1916, pp, 21, 22. 

Table B. Distribution of Expenditure for Health Conserva- 

tion, 1914-15, Based on Average Daily Attend- 
ance, p. 40. 

Table C. Compilation of Daily Reports of School Nurses on 

Communicable Diseases, p. 41. 

Table I. Dates of Erection and Additions to Building's, pp. 

53-55. 

Table II. Types of Elementary Schools in St. Paul Arranged 

According to Number of Classrooms, pp. 55, 56. 

Table III. Distribution of Elementary School Buildings Ac- 

cording to Years of Original Erection and Years 
When Additions Were Made, p. 56. 

Table IV. Method for Obtaining Final Score for Each Build- 

ing, p. 77. 

Table V. St. Paul's Elementary Schools Arranged Accord- 

ing to Rank, pp. 78-80. 

Table VI. Ranking of High School Buildings, p. 80. 

Table VII. Final Scores on St. Paul's School Buildings, pp. 

81-90. 

Table VIII. Percentile Distribution of the Efficiency of Certain 

Features of the School Buildings of St. Paul, 
p. 91. 

Table IX. Number of Square Feet of Area of Playgrounds 

Per Child, pp. 92, 93. 



934 INDEX 

Table X. The Playgrounds of Three Cities, p. 95. 

Table XL 181 Thermometer Readings in 17 Schools, p. 100. 

Table XII. Anemometer Tests of Fourteen Schools in St. 

Paul, pp. 101, 103. 

Table XIII. Distribution of the Amounts of Air Entering 

Through the Intakes, pp. 103, 104. 

Table XIV. Distribution of the Amounts of Air Passing 

Through the Outlets, pp. 105, 106. 

Table XV. The Relative Humidity of St. Paul's Classrooms, 

p. 109. 

Table XVI. Effect of Treating Floors with Oil, p. 115. 

Table XVII. Sufficiency of Toilet Accommodations, p. 119. 

Table XVIII. Comparison of the Drinking Facilities of St. Paul 

Elementary Schools With Those of Salt Lake 
City and Denver, p. 121. 

Table XIX. Classroom Areas, p. 124. 

Table XX. Classroom Cubical Contents, p. 125. 

Table XXI. Fuel Cost, pp. 127-129. 

Table XXII. Natural Lighting of St. Paul's Classrooms, pp. 

131, 132. 

Table XXIII. Comparison of Lighting in Three Cities, p. 133. 

Table XXIV. Relationship of Window Area to Floor Space Dis- 

tributed by Rooms, p. 134. 

Table XXV. Window Area to Floor Space Expressed in Per- 

centages Distributed by Schools, pp. 135, 136. 

Table XXVI. Illuminometer Tests on the Darkest Desks of 62 

. Classrooms and in 7 Other Rooms and Halls, 
pp. 137-139. 



INDEX 



935 



Table XXVII. 
Table XXVIIL 

Table XXIX. 
Table XXX. 

Table XXXI. 

Table XXXII. 

Table XXXIII. 

Table XXXIV. 

Table XXXV. 
Table XXXVI. 

Table XXXVII. 

Table XXXVIIa. 

Table XXXVIII. 

Table XXXIX. 

Table XL. 



Illumination in St. Paul Schools, p. 140. 

Number of Blackboards of Various Heights From 
the Floor in the Different Grades of St. Paul 
Schools, p. 143. 

Heights of St. Paul's Blackboards, p. 144, 

Cost of Elementary Schools Built in St. Paul, 
1911-1916, p. 157. 

Cost Data for Fourteen Fireproof Elementary 
School Buildings in Five Large Cities, p. 159. 

Comparative Cost of School Buildings in St. Paul, 
Minneapolis, Duluth and North St. Paul, p. 161. 

Sixty-nine School Buildings in Ten Cities Distrib- 
uted According to Costs Per Classroom Unit, p. 
162. 

Relationship Between High and Elementary 
School Enrollment, pp. 170, 171. 

Use of the Pligh School Plants, p. 171. 

Number of Children in Portables, Annexes, and 
on Half-day Sessions, p. 174. 

Average Number of Pupils Per Teacher, Based on 
Average Daily Attendance, pp, 175, 176. 

Provision for Elementary Children in the New 
Elementary Buildings, p. 178. 

The 6th, 7th and 8th Grade Children Grouped by 
Natural Divisions of the City, pp. 180, 181. 

Ward Increases in Voters in St. Paul City Elec- 
tions for Mayor, p. 182. 

Numbers of Dwelling Building Permits Issued in 
St. Paul, 1910-16, p. 183. 



936 



INDEX 



Table XLL Population of St. Paul by Wards, p. 185. 

Table XLII. Children Attending Elementary Public Schools, 

1905-16, p. 186. 

Table XLIH. Average Value Per Acre by City Wards, p. 193. 

Table XLIV. Land Purchased for Grade School Purposes Since 

1897, pp. 193, 194. 

Table XLV. Estimated Real Value and Rate of Taxation on the 

» Real Value of Property in St. Paul and Twenty- 

four Other Cities, p. 196. 

Table XLVI. Total and Per Capita Net Debts of St. Paul and 

Twenty-four Other Cities at the Close of the 
Year 1915, pp. 197, 198. 

Table XLVII. Comparison of St. Paul and Twenty-four Other 

Cities With Respect to Per Capita Expenditures 
for City Maintenance, School Maintenance, and 
the Per Cent of Total City Maintenance Ex- 
penditures Devoted to Schools, p. 199. 



Table XLVIII. 



Table XLIX. 



Rank of St. Paul Among Twenty-five Cities in 
Items of Expenditure for City Maintenance, p. 
200. 

School Maintenance Cost Per Pupil in Average 
Daily Attendance in St. Paul and Twenty-two 
Other Cities, p. 202. 



Table L. Distribution of Expenditure for School Mainte- 

nance in St. Paul and Twenty-two Other Cities, 
Based on Average Daily Attendance, pp. 203, 
204. 

Table LI. Per Capita Expenditures for School Outlays From 

1899 to 1915 in St. Paul and Twenty-four Other 
Cities, pp. 206, 207. 

Table LII. Total School Expenditures for Outlays From 1899 

to 1915 Per Average Day of Attendance, p. 208. 



INDEX 937 

PART II. 

Instruction and the Course of Study. 

Table I. Results of Group "A," Median for Group "A," Me- 

dian for Group "b," and Ayres Scale Values for 
the Several Grades, p. 272. 

'J'able II. Results of Group "B," Median for Group "A," and 

Ayres Scale Value for the Several Grades, pp. 

273-275. 

Table III. Spelling Grade Scores for Group "A" and Group 

"B" Schools, Together With Ayres Standards 
for Half-grades 3B to 8A, p. 278. 

Table IV. Spelling — Distribution of Pupils in the Several 

Half-grades of One School — Heavy Rectangles 
Enclose Pupils Whose Achievement is Normal. 

Table V. Arithmetic. Schools of Group "A." Scores in Four 

Fundamentals for Each Grade Tested, pp. 305- 
308. 

Table VI. Arithmetic. Schools of Group "B." Scores in 

Fundamentals for Each Group Tested, pp. 309- 
314. 

Table VII. Arithmetic. City Scores and Woody Norms for 

Each Grade in Group "A," p. 315. 

Table VIII. Arithmetic. City Scores and Woody Norms for 

Each Grade in Group "B," p. 316. 

Table IX. Arithmetic. City Scores and Woody Norms for 

Entire City, p. 317. 

Table X. Arithmetic, Addition. Distribution of Attain- 

ments for the Several Pupils of Each Grade 
Tested in a Single School, p. 324. 

Table XI. Median Rate and Median Quality for A Divisions 

of Grades 3 to 8 in Group A Schools, pp. 330, 
331. 

Table XII. Median Rate and Median Quality for A Divisions 

of Grades 3 to 8 in Group B Schools, pp. 332- 
334. 



938 INDEX 

Table XIII. Handwriting". Median Scores in Rate and Quality 

for St. Paul, Cleveland and 13 Cities Tested by 
Starch. Ayres Standards Are Also Given, p. 
339. 

Table XIV. Handwriting. Showing the Numbers of Chil- 

dren in the Several Classes of One School Who 
Score the Several Qualities (Ayres) of Hand- 
writing, p. 341. 

Table XV. Reading. Visual Vocabulary, Sight Scale, lA 

Grade, Per Cent of Correct Responses in Each 
Line of Each Scale, p. 345. 

Table XVI. Reading, Visual Vocabulary, Phonetic Scale, lA 

Grade, Per Cent of Correct Responses in Each 
Line of Each Scale, p. 345. 

Table XVII. Reading, Visual Vocabulary, Sight Scale, 2A 

* Grade. Per Cent of Correct Responses in Each 
Line of Each Scale, p. 346. 

Table XVIII. Reading, Visual Vocabulary, Phonetic Scale, 2A 

Grade. Per Cent of Correct Responses in Each 
Line of Each Scale, p. 346. 

Table XIX. Reading: Understanding of Sentences. Grades 

3 to 8. Scores for the Several Classes in All 
Schools Tested. Also St. Paul scores and 
Thorndike Standards, p. 360. 

Table XX. Reading, Visual Vocabulary; Grades. 3 to 8. 

Scores are the Line Values of the Vocabulary 
Scale. Higher Scores Mean Greater Range of 
Vocabulary. Figures Show Scale Values, p. 
363. 

Table XXI Reading: Understanding of Sentences. Distri- 

bution of All Children Tested in One School in 
Terms of Scale Values, p. 368. 

Table XXII Reading: Vieual Vocabulary. Distribution of All 

Children Tested in One School in Terms of 
Scale Values, p. 368. 

Table XXIII. Reading, High School. Per Cent of Correct An- 

swers Made By Each Class for Each Paragraph 
of Test. Also Average for All, p. 386. 



INDEX 



939 



Table XXIV. 

Table XXV. 

Table XXVI. 

Table XXVII. 
Table XXVIII. 

Table XXIX. 

Table XXX. 



Table XXXI. 
Table XXXII. 

Table XXXIII. 

Table XXXIV. 



Reading, High School. Per Cent of Correct An- 
swers Made By Each Class for Each Paragraph 
of Test. Also Average of All, p. 387. 

Reading, High School. Per Cent of Correct An- 
swers Made By Each Class for Each Paragraph 
of Test. Also Average of All, p. 388. 

Reading, High School. Per Cent of Correct An- 
swers Made By Each Class for Each Paragraph 
of Test. Also Average By All, p. 389. 

Reading High School. Per Cent of Correct Scores 
for All Students in City, By Classes, p. 390. 

Reading, Humboldt High. Number of Students 
in Each Grade Making Scores Equal to Average 
Per Cent Made By the Several Classes of All 
the High Schools in the City, p. 392. 

Reading, High School. Per Cent of Correct An- 
swers for Combinations of Paragraphs for Each 
Class in Each School and for School as a Whole, 
p. 393, 394. 

Reading, High School. Per Cent of Correct An- 
swers in Paragraphs I to VI for All Students of 
Corresponding Grades. Also Per Cent of Cor- 
rect Answers for All High Schools Tested, p. 
395. 

Reading, High School. Per Cent of Correct An- 
swers for All Children in Each School, p. 397. 

Grammar, 8B Grade. Scores in Per Cents for 
Each School for Each Question. Also Per Cent 
of All Children Answering Each Question Cor- 
rectly, p. 404. 

Grammar, 8A Grade. Scores in Per Cents for 
Each School for Each Question. Also Per Cent 
of All Children Answering Each Question Cor- 
rectly, p. 405. 

Grammar — Per Cent of Correct Answers for 8B 
and 8A Children. Average for the Two and 
Buckingham's Scores for Each Question, p. 406. 



940 



INDEX 



Table XXXV. Grammar, Grade 8B. Average Number of Ques- 

tions and Per Cent Correctly Answered. New 
York Scores for Corresponding Grades, p. 408. 

Table XXXVI. Grammar, Grade 8A. Average Number and Per 
Cent of Questions Correctly Answered. New 
York Scores for Corresponding Grades, p. 409. 

Table XXXVII. Grammar. Average Number and Per Cent of 
Questions Answered By St. Paul and New York 
Pupils, p. 410. 

Table XXXVIII. Quartile Ranking of All Schools in Handwriting, 
Spelling, Addition, Vocabulary and Sentence 
Tests, pp. 413-418. 

Table XXXIX. Composite Quartile Rankings for All Grades of 
Each School, pp. 419, 420. 



Language. 

Table I. Language Scale Scored in St. Paul Public Ele- 

mentary (Completion Test Language Scales B, 
C, D and E), pp. 442-446. 

Table II. Distribution by Classes and Ages of Language 

Scale Scores in St. Paul Public Schools, Janu- 
ary, 1917, pp. 449-452. 

Table III. Distribution By School Grades of Scores in English 

Composition, St. Paul Public Schools, pp. 454- 
457. 

Table IV. Comparison of Language Scale Scores Obtained in 

St. Paul Elementary Schools With Scores Ob- 
tained Elesewhere, p. 459. 

Table V. Comparison of Language Scale Scores Obtained in 

St. Paul High Schools With Scores Obtained 
Elsewhere, p. 460. 



INDEX 



941 



Table VI. 

Table VII. 
Table VIII. 
Table IX. 
Table X. 



Fig. 


1. 


Fig. 


2. 


Fig. 


3. 


Fig. 


4. 


Fig. 


5. 


Fig. 


6. 



Comparison of English Composition Scores Ob- 
tained in St. Paul Public Schools With Scores 
Obtained Elsewhere, p. 461. 

Distribution By Ages of Language Scale Scores in 
St. Paul Public Schools, pp. 469-474. 

Distribution By Ages. Scores in English Compo- 
sition in St. Paul Public Schools, pp. 475-478. 

Distribution of Language Scale Scores By High 
Schools in St. Paul, January, 1917, pp. 483-496. 

Distribution of English Composition Scores By 
High Schools, St. Paul, Minn., January, 1917, 
pp. 487, 488. 

Degree of Difficulty Overcome in Completing Sen- 
tences in Language Scale, p. 434. 

Comparison of Median Scores in English Composi- 
tion With Those Obtained Elewhere, p. 463. 

The Overlapping of Grades, p. 464. 

Number of Pupils Who Alade Each Possible 
Score in English Composition, p. 466. 

Median Scores By Grades and Ages in Elementary 
Language Scales, p. 479. 

Median Scores By Grades and Ages in the English 
Composition Test, p. 480. 



Secondary Schools. 

Table I. List of High School Buildings; Date of Opening, 

Capacity, Enrollment, Number of Teachers, By 
Schools, p. 549. 

Table II. High School Enrollment, pp. 553, 554. 

Table III. Increase in Enrollment, By Schools, pp. 556, 557. 



942 ' INDEX 



APPENDIX. 



Classification and Progress of Pupils. 

Table I. Age-grade Distribution of Public Elementary 

School Pupils, pp. 853, 854. 

Table II. Median Age of Pupils in Each Elementary Grade,, 

p. 856. 

Table III. Distribution of Pupils in Each Half-grade Accord- 

ing to the Relation of Age to Grade, pp. 859, 860. 

Table IV. Percentage Distribution of Pupils in Each Half- 

grade of the Elementary Schools, Classified as to 
Relation of Age to Grade, pp. 861, 862. 

Table V. Percentage Distribution of Pupils in Each of the 

Eight Elementary Grades With Reference to the 
Normal Age for Each Grade, p. 864. 

Table VI. Age Distribution of Kindergarten, Regular and 

Special Class Pupils in the St. Paul Public Ele- 
mentary Schools, pp. 868, 869. 

Table VII. Grade Progress Table for Sampling of Elementary 

School Pupik, pp. 871, 872. 

Table VIII. Number and Percentage of Sample Pupils in Each 

Grade Whose Progress Has Been Rapid, Normal 
or Slow, p. 874. 

Table IX. Sampling of the Frequency With Which Pupils 

Have Skipped or Repeated Half-grades in Reach- 
ing Their Present State of Advancement, pp. 877, 
878. 

Table X. Percentage of Pupils Who Have Skipped or Re- 

peated Half-grades in Reaching Their Present 
State of Advancement, pp. 881, 882. 

Table XI. Percentage of Pupils in Each Grade Who Have 

Repeated or Been Doubly Promoted, pp. 884, 885. 

Table XII. Sampling of Mid-year Promotion Results, 1916-17, 

p. 888. 



INDEX 



943 



Table XIII, Number of Pupils Now in Each Half-grade Who 

Have Repeated Any Half-grade, p. 890. 

Table XIV. Number of Pupils Now in Each Half-grade Who 

Have Skipped Any Previous Half-grade, p. 891. 

Table XV. Per Cent of Pupils in Each Half-grade Who Have 

Repeated Any Half-grade, p. 893. 

Table XVI. Percentage of Pupils Now in Each Half-grade Who 

Have Skiped Any Preceding Half-grade, p. 894. 

Table XVII. Percentage of Pupils in Each Grade Who Have Re- 

peated Any Half-grade, p. 896. 

Table XVIII. Percentage of Pupils in Each Grade Who Skipped 
Each Lower Half-grade, p. 897. 

Table XIX. Partial Age-grade Table for St. Paul Public High 

Schools, p. 900. 

'^I'able XX. Analysis of Age-grade Condition in the Four High 

Schools, pp. 901-904. 

Table XXI. Enrollment By Subjects in the St. Paul High 

Schools During the Semester Ending Tune, 1916, 
p. 906. 

'J'able XXII. Percentage of High School Pupils Dropping Sub- 

jects for Which They Had Enrolled During the 
Semester Ending June, 1916, pp. 908, 909. 

Table XXIII. Per Cent Failing of Those Enrolled in Each Sub- 
ject During the Semester Ending June, 1916, p. 
911. 

Table XXIV. Per Cent Dropping and Failing Those Subjects in 
Which They Were Enrolled During the Semester 
Ending June, 1916, p. 913. 

Table XXV. Per Cent Dropping Subjects in Which They Were 

Enrolled During the Semester Ending January, 
1917, p. 915. 

Table XXVI. Per Cent Failing of Thost Enrolled in Each Sub- 
ject During the Semester Ending January, 1917, 
p. 916. 



944 INDEX 

Table XXVII. Per Cent Dropping and Failing Subjects for Which 
They Were Enrolled During the Semester End- 
ing January, 1917, p. 917. 

Table XXVIII. Number of Failure Marks and Total Number of 
Marks in Each Subject Received During High 
School Life of Pupils Entering St. Paul High 
Schools in September, 1911, and January, 1912, 
p. 918. 

Table XXIX. Percentage of Failures By Subject Among Pupils 
Beginning High School in September, 1911, and 
in January, 1912, p. 920. 

Table XXX. Age of Entrance to High School of Pupils Begin- 

ning High School in September, 1911, and Janu- 
ary, 1912, p. 922. 

Table XXXI. Pupils Beginning High School in September, 1911, 
and in January, 1912, p. 924. 

Table XXXII. Percentages of the Entire Group Who Remained in 
High School to the End of a Given Number of 
Semesters. Pupils Entering as Freshmen in 
September, 1911, and in January, 191J8, p. 925. 

Table XXXIII. Ratio of Pupils in Non-public to Public School Pu- 
pils Enrolled in 1914, p. 929. 

Table XXXIV. Partial Grade Table of Private and Parochial 
Schools, pp. 931, 932. 

Fig. 1. Number of Months' Difiference Between the Actual 

Median Ages in the Elementary Grades, and the 
Median Ages Normally to Be Expected, p. 857. 

Fig. 2. Percentage of Pupils in Each Half-grade Who 

Are Under-age, Normal age and Over-age to 
Each Degree, p. 866. 

Fig. 3. Number of Pupils Under-age, Normal Age, and 

Over-age to Each Degree in Each Elementar}'- 
Age, p. 867. 



INDEX 945 



INDEX. 

Abstract of score card 73 

Accounting division 10 

Achievements of children 259 

Administration of schools 5 

Administration, expenditure per capita of average daily attend- 
ance for 203 

Advisory library board 47 

Age and language ability , 467 

Age and over-age — 

Significance of 851 

Distribution 853 

Age-grade record of pupils — 

Elementary 849 

High school 898 

Private , 926 

Aims, diversity of, in high school 559 

Air^ — intakes, condition of > 108 

Algebra 632 

Ames School, the new 155 

Analysis of primary grade instruction 235 

Anemometer tests 101 

Annexes, children in 174 

Apportionment of school funds 37 

Apprentice system , 675, 707 

Architect, appointment of: duties of 14 

Arithmetic — 

Course of study in 502 

Classes tested 292 

Commercial 640 

In the primar}^ grades 21G 

In the upper grades 242. 263, 292 

Results of tests 304 

{Scales for Meamirement of Achievements in, Clifford 

Woody 293 

Tests 292 

Artificial lighting ,. 115 

Assignment of lessons 543 

Assistant superintendents 266 

Attendance department .^ 19 



'J46 INDEX 

Attendance departments — 

Size and cost of in other cities 38 

Suggested changes in 32 

Attendance — 

Records 33 

State laws for school 19-33 

Attics and their use 96 

Auditorium 10 

Automobile repair and construction, course in 833, 841 

Ayres, Leonard P. — 

^ralc for ^pcllhui 207, 2T(> 

^cale for Handwritinr/ 328 

Basement, defective 96 

Bathing facilities 132 

P.iolog}^ 631 

Blackboards 112 

Board of Education 6 

Favored by survey committee 7 

Bond issue, recommendation of survey for 210 

Bookkeeping 638 

Buckingham, R. B., Grammar Scale 402 

Buffalo school census cards 21 

Building construction, course in 834, 842 

Building plant 52 

Building program 716 

I^»uilding record card 18 

Building score card 57 

Abstract of 73 

Relative weights assigned to items on 73 

Buildings and repairs, department of 12 

Buildings to be constructed, new types of 169 

Building trades requirements 672 

Bureau of Educational Research 425 

Cabinet making, course in , . 835, 842 

Carting concerns, reports from 32 

Catering and lunch room management, course in 832 

Causes contributory to results found 261 

Census bureau of Buft'alo, N. Y , 24 

Census card 20 

Census, cost of , . . . . 23 

Of school children, September, 1916 20 



INDEX ^ 947 

Central library service 48 

Child labor hill 37 

Chemistry 637 

Choice of subjects, high school 654 

City maintenance expenditures 198 

Civics — 

Course of study in 505 

Work observed 624 

Classification and progress of pupils 848 

Classroom equipment for the teacher 146 

Classroom libraries 49 

Classrooms, equipment of 144 

Classrooms in elementary schools 55 

Classrooms — 

Standard elementary 123 

Areas of 124 

Cubical contents of 125 

Cleaning of school buildings 114 

Cloakrooms 145 

Color scheme of class rooms 141 

Commercial arithmetic 640 

Commercial courses 696, 756 

Commercial geography 644 

Commercial law 645 

Commercial work 696 

Course of study 698 

Evening schools 756 

Commissioner of Education 5, 6 

Committee, advisory, on vocational education 661 

Completion Test Language Scales^ AI. R. Trabue 430, 435 

Composition— 

In the primary grades 218 

Tests 436 

Concrete construction, course in 841 

Concrete material in teaching 243 

Construction of buildings 13 

Construction work in the first grade 225 

Cooking and food study — 

Course in 786, 845 

Work observed 648 

Coordination of elementary and high schools 560, 619 



948 INDEX 

Correlation between home training and other subjects .764, 776 

Course of study — 

Elementary 489 

High schools 621, 652 

Plans for making 489, 724, 732, 745 

What is an efficient course 491 

Course of study — 

Arithmetic 502 

Drafting and design 779, 835 

Drawing 505, 509 

Dress design, house planning and furnishing 794, 843 

Dressmaking 781, 831 

Electricity 836, 843 

Elementary grades 489 

Food study and cookery 784 

General plan 497 

Geography 510 

High school 657 

History 514, 624 

Homemaking 755 

Home management 770, 801 

Home nursing 783, 845 

Home training 765, 778 

Hygiene , . . 516 

Language ; . . . 518 

Manual training 523 

Nature study 526 

Plumbing 839 

Power machines 831, 843 

Printing 839 

Reading ; ,. . . 530 

Curriculum for primary grades 234 

Corridors 97 

Cost— 

Of building schools 156 

Of elementary schools in St. Paul 157 

Of fire-proof elementary school buildings in five large cities 158 

Of land, by wards 193 

Of school buildings in Minnesota 161 

Per classroom unit in 69 school buildings in ten cities ...... 162 

Per pupil in average daily attendance 201 



INDEX 949 

Per child, of medical inspection 40 

Cost summary of new buildings 190 

Crowley School 151 

Cumulative record cards 10 

Daily time schedule in St. Paul 498 

In fifty cities 500 

Dates of erection of the schools of St. Paul 53, 56 

Debt, per capita net, of St. Paul 197 

Debt, total net, of St. Paul 197 

Deputy Commissioner of Education 11 

Director of hygiene 41 

Director of research, appointment of 8 

Distribution of items of the school budget 203 

Division of hygiene 40 

Recommendations for 46 

Domestic and personal service requirements 668 

Domestic art, elementary schools 685 

Domestic science- - 

Elementary 685 

High school 693 

Drafting and design, course in 835 

Drawing and design — 

Course in 779 

Drawing, course of study in 505, 509 

Drawing in the primary grades 221 

Dress design, house planning and furnishing, course in 794, 843 

Dressmaking, course in 781, 831 

Drinking facilities 120 

St. Paul's schools compared with Salt Lake City and Denver 121 

Dunwoody Institute evening classes 702 

Dwelling building permits 183 

Economics 624 

Educational Research Bureau 425 

Efficiency in study 546 

Electricians, course for 836, 843 

Elementary grades — 

Relative difficulty of 886 

Course of study 489, 497 

Elementary public schools, children attending. •. 186 

Elementary school buildings — 

Arranged according to rank 78 



950 INDEX 

Final scores on 81 

Elementary schools — 

Number of classrooms in 55 

Toilet facilities in 11'^ 

Employment certificate, issuance of 3-i 

English instruction in high schools 621 

Oral 622 

Importance of study 427 

Entrance age of high school pupils 922 

Entrance to buildings 97 

Evening schools 702, 710, 743, 748 

Expenditures for school outlays per average day of attendance. . 208 

Expert educational skill needed 265, 425 

Failures and double promotions, frequency of 615, 875 

Final ratings on St. Paul's schools 81 

Finch school 153 

Fire-escapes 114 

Fire hazards Ill 

Fire protection 110 

Food study and home management- 
Course in 778, 845 

Cooker}^ 784 

Force account construction 165 

Foreigners, courses for 748 

Foreign languages in high schools 635 

Foreman of engineer-janitors 16 

Foreman of repairs 16 

trench and German, high school 637 

Fuel, etc., expenditure per capita of average daily attendance for 20;'> 

Garment making, course in 766, 770, 774, 843 

Geometry 633 

Grade and high school work, inter-relation 761 

Grammar grade instruction 242, 421 

Gross structure of St. Paul's school buildings 05 

Geography — 

Course of study in 510 

Commercial 641 

Geography and language work in primary grades 228, 240 

Geography in the upper grades 244 

Grammar in the fourth grade 221 

Qnimmar Test, R. B. Buckingham 402 



INDEX 



951 



Results iO;} 

Grammar in the upper grades 26-i 

Group instruction 321; 

Habits of study 545 

Hagg-erty, M. E., Scales for Primary Reading 34? 

Haggerty, M. E., Visual Vocabulary Scale 345 

Vocabulary of primary children 342 

Handwriting, Measuring Scale, Leonard P. Ayres 328 

Handwriting tests 32T 

Heads of departments, high schools 562 

Health conservation, expenditure per capita of average daily at- 
tendance for 203 

Health conservation, cost of, in sixteen cities 40 

Heating and ventilating 98 

Heating, elementary schools, cost of 126 

Heating systems, adequacy of 98 

High school and elementary school enrollment, relationship of. . 170 

liigh school attendance, increase in 170 

High school buildings, arranged according to rank 80 

Final scores on 89 

High school plants, use of ITl 

High schools, the overcrowded 169 

High schools — 

Age-grade conditions 898 

High school and grade work inter-relation 761 

General supervision of 558. 561 

Organization and administration 561 

Overcrowding 551 

High school pupils, age of entrance 922 

High schools, relation to elementary schools 617 

Relation to state 560 

High school subjects, dropping of 910 

High school subjects, failures in 912, 921 

High school subjects, relative enrollment in 906 

High schools, time spent in 923 

High schools, type of 549 

Hillegas Scale, Nassau Co. Supplement, M. R. Trabue 437 

History — 

Course of study in 514 

In high schools 624 

In upper grades 245 



1'52 INDEX 

liome-making courses 755 

Home management, course in 770, 801 

Home nursing, course in 783, 845 

Home training — 

Elementary schools 685 

High schools 693 

General plan and equipment, high school 777 

Method of instruction 760, 770, 776, 777 

Prevocational 759, 776 

Household arts, elementary schools 685 

Housekeeping, course in 768, 770 

Hot water 118 

Humidity, relative, of St. Paul's classrooms 109 

Hygiene — 

Course of study in 516 

In the primary grades 222 

Of study 545 

I lliteracy, courses for 748 

Individual instruction 289, 324 

industrial and trade classes, courses for 750 

Industrial map of St. Paul 184 

Industrial work in the primary grades 223 

Information, how gathered 213 

Institute for teachers 540 

Instruction and the course of study 211 

In the first four grades 216 

In the upper four grades 242 

Quality in high schools 621 

Intakes, air at 101 

Intermediate schools 173 

Course of study 724 

Recommended 711, 719 

Internal structure of St. Paul's school buildings 95 

Jackson School 150 

janitorial service, inadequacy of 116 

J anitor engineer 12 

j anitors 12 

School for 117 

Wages, expenditure per capita of average daily attendance 

for 203 

j eif erson School 148 



INDEX 953 

Junior high schools 574 

J uvenile Court 33 

Lafayette School 148 

Land additions to the city, map of 187 

Land, purchased for grade schools since 1897 193 

Language — 

Ability, relation to age 467 

Ability, values and measurement 428 

And Geography in primary grades 228, 330 

Course of study in 518 

Measurement of 427 

Scales, relative dififiiculty 434 

Scale scores, elementary 441 

High school 453, 482 

Testing ability in 428 

Tests, summary 481 

Work in the upper grades 246 

Latin 635 

Lavatories 118 

T.ibrary 10 

Libraries 47 

Instruction in use of 50 

Library registration records 48 

Lighting of classrooms — 

^ Natural 130 

In three cities 133 

Artificial 141 

Lindeke School 153 

Libraries in schools — 

Professional books 539 

Library, high school 616 

Libraries, use of in the schools 539 

Library work 239 

Lunch rooms 615 

Txlaintenance costs, increase in 209 

Mathematics, in high schools 632 

Manual training — 

Course of study in 523 

In the primary grades 223 

iNlanufacture and mechanical industries, requirements 671 



!)54 INDEX 

Measurements of children's achievements ' 259 

Afeasiirement of reading 342 

Alechanical drawing in high school 649 

iMedian age of pupils in each grade 856 

Alethods of giving tests — 

Arithmetic 303 

Composition 436 

Grammar 402 

Handwriting 327 

Language 430 

Reading 342. SS-^, 375, 383 

Spelling 269 

Medical inspection 42 

]\Ietal industries 671 

Method of gathering information 213 

Method of measuring children's achievements 259 

Monroe School 149 

Mortality- in high school subjects 919 

Motivation 243, 245, 251, 290, 326 

Alusic in the primary grades 2>32 

I\f usic in the upper grades 248 

Nature study and elementary science, course of study in 526 

N. E. A. accounting system 11 

Need of vacational training GSo 

New buildings, location of 179, 188 

New buildings recommended, cost of 189 

Nurses, reports of schools 41 

Nursing", course in 832 

Objectivity of results 262 

'Jccupations in which training schould be given 708 

( )ffices of general administration 9 

Office of Superintendent of Buildings 12 

Oiling of floors 115 

Opening exercises 529 

Opportunities for vocational employment 691, 699 

Outlets, air at 101 

Outlying schools 152 

(Overcrowding — 

Of high schools 549 

Relief from 717, 728 

Overlapping of grades 464 



INDEX i>55 

Overview of results of measurements 263 

Paper toweling 118 

Part-time, children on 174 

Part-time classes 709, 728, 731 

Penmanship and spelling" — 

High school 646 

Penmanship in the primary grades 218 

Penmanship tests 327 

Penmanship tests, results 329 

Penmanship tests, scoring results 328 

Per capita expenditures for school outlays 206 

Personnel of department of school buildings 12 

Personnel of division of hygiene 41 

Phonics in the primary grades 237 

Photometric tests of natural light ' 137 

Physical factors conditioning work 545 

Physical training in the primary grades 222 

Physics 629 

Physiography t 630 

Plans and specifications of buildings 13 

Playgrounds of St. Paul's schools 94 

Of three cities 95 

x'lumbing, course in 839 

I'lumbing repair shop 112 

Poetry in primary grades 228 

Points allotted to items on score card 73 

Population by wards 185 

Population, trend of 182 

Portables, children in 1T4 

Power machine operating, courses in 831, 843 

I'ractical Arts, high school 648 

Preparation of teachers for home training courses 765, 778 

Present buildings, dates of erection of 53 

Prevocational training for girls and young women 758 

l^rimary grade instruction 216 

Principals and supervisors, expenditure per capita of average 

daily attendance for 203 

Printing, course in 839 

Private and parochial schools, age-grade conditions 926 

i'roblem method 212 

Problem work in geography 244, 245 



956 , INDEX 

Professional books and articles recommended — 

Arithmetic 293, 304, 504 

Civics 505 

Course of study 504, 505, 507, 509, 513, 514 

Drawing 507, 508, 509 

General 264, 377, 325, 328, 329, 461 

Geography 513 

History 246, 514-516 

How to study ^ ;. .545, 546, 547 

Hygiene 518, 545 

Language 276, 435, 437, 460, 461, 523 

Manual training 526 

Measurements 262, 325 

Music 248 

Nature Study and Elementary Science 529 

Opening Exercises 530 

Penmanship 538 

Reading 254, 329, 342, 347, 348, 355, 535 

Recitation 542, 543 

Schoolroom Progress 262 

Spelling 255, 256, 267, 290, 291, 336, 537 

Supervised Study . 542 

Program — 

For construction work for first grade 227 

For primary grades 236 

Progress and classification of pupils 848 

Progress of elementary school pupils, rate of 870 

Promotion — 

In spelling 289 

In reading 324, 373 

Promotions, mid-year 888, 894, 897 

Public library, co-operation with the schools 47 

Pupils-, per teacher, average number of 175 

Pupil progress, influencing conditions 261 

Pyschrometric tests 109 

Quality of w^ork 411 

Rank of St. Paul in expenditure for school buildings 205 

Rate of progress of elementary school pupils 870 

Ratings of St. Paul's schools 78-80 

Reading — 

Ability, Visual Yocahulary Scale, M. E. Haggerty 355 



INDEX 957 

Course of study in 530 

Creating a taste for 533 

Importance of , 400 

Improved Scale for Pleasuring Ability, E. L. Thorndike.348, 375 

Improvement 369, 385, 391, 398, 399 

Intermediate grades 348, 269 

In the primary grades 236, 240, 263, 342 

In the upper grades 251, 263 

Oral 532 

Primary grades 342 

Primary, tests in .342, 347 

Purposes of 531 

Quality 369, 398 

Recommendations concerning 401 

Tests 342, 348, 355, 35V, 358, 375 

Tests, high school 375, 385 

Tests, results- 344, 358, 365, 385 

Tests, scoring papers 343, 358, 384 

Vocahulanj of Primary Children, M E. Haggerty 342 

Recitation, conduct of 542 

Recommendations — 

As to types of schools 711 

For attendance department 35 

For division of hygiene 46 

For elementary school subjects 421 

For high school subjects 658 

For home training in the elementary school 761, 764 

High school 776 

For upper grades 258, 288, 421 

Regarding arithmetic 326, 421 

Regarding old buildings 148 

Regarding evening schools 743 

Regarding grammar 410, 423 

Regarding penmanship 341, 422 

Regarding prevocational courses 808 

Regarding reading 374, 401, 422 

Regarding spelling 288, 421, 537 

Regarding supervisors 266, 426 

Regarding technical high school courses 810 

Regarding vocational training 706, 727 



1)58 INDEX 

Record cards, cumulative 10 

Relationship between Supreintendent of Schools and Commis- 
sioner of Education 7 

Relative difficulty of the various elementary grades 886 

Remedial work 365 

Repair and maintenance of school plant 15 

Repair shops 112 

Repeating grades 890, 893, 896 

Reports from building department 18 

Research department 366, 435 

Rice School 151 

Rules for janitors, inadequate 17 

St. Paul and other cities, comparisons. .377, 304, 339, 339, 344, 359, 363, 

370, 398, 403, 407, 411, 458, 501 

St. Paul, economic conditions in 664 

St. Paul Institute, evening classes 703, 747 

Salary schedule 558 

Salesmanship courses ,. . 757, 811, 830 

Sample ratings of schools , 76 

Sanitary survey by school nurses 43 

Scheffer School, heating of 99 

School assembly for the primary grades' 334 

School buildings — 

Method used in scoring 76 

Distribution of efificiency of certain features of 91 

Gross and internal structure of ^ 95 

Care of 114 

School day, high schools 573 

School libraries 48 

School maintenance cost per pupil in average daily attendance. . 303 

School maintenance expenditures 198 

School nurses — 

Reports of 41 

Sanitary survey of 43 

School plant 53 

School outlays, expenditure for 306 

School products measured , 360, 367, 293 

School room, temperature of 100 

School sites, size and form of 91 

School supplies 13 

Schools to be abandoned 177 



INDEX iJ-^i) 

Scales for tests — 

Arithmetic 293 

Grammar 402 

Language 435, 437 

Penmansliip 328 

Reading 342, 355, 375 

Spelling 267 

Understanding of sentence 348 

Scope and time of this survey 548 

S^coring tests — 

Arithmetic 303 

Composition : 43G 

Grammar 402 

Language . . . ., 435 

Penmanship 328 

Reading 343, 358, 384 

Spelling • 270 

Score card for school buildings 57 

Seat work in the primary grades 233 

Secondary school system 549 

Service systems 98 

Selection of schools for measurements 260, 429 

Sewing, high school 648 

Shades 142 

Shop work, high school 649 

Short courses, vocational ,. . . .709, 728 

Sites 192 

Six dollars per capita limitation for maintenance 209 

Size of classes, high school 572 

Smith-Hughes Act 665, 729, 759 

Soap 118 

Social center classes 702, 749 

Social studies in high schools 624 

Special rooms 146 

Specialists, need of expert 266 

Special rooms in elementary schools 163 

In Cleveland schools 164 

In Detroit schools 164 

In Newark schools 164 

In St. Louis schools 165 



960 INDEX 

Spelling — 

Conditions in St. Paul schools ,. . 283 

Course of study 535 

In the primary grades 218, 237 

In the upper grades 255, 263, 267 

Measuring scale for ability in, Leonard P. Ayres 267 

Tests 267 

Method of selecting words 535 

Standard tests, reasons for giving. 260, 427, 430 

Test results 271 

Results desired 535 

Tests, scoring the papers 270 

Stairways 97 

Standardized day's work for repairmen 17 

Steamfitting, course in 840 

St-enography, high school 641 

Story telling in primary grades 230 

Street trades bill 37 

Study habits 540 

Study-recitation 544 

Suggestions for changes in the course of study 490 

For primary work 235 

For primary grades 233 

Regarding spelling 257, 267 

vSummary of results of tests 411, 424 

Supervisor of high schools 559, 560, 562 

Supervision of instruction 8 

Supervisors, appointment of, new S 

Support of public education in St. Paul as compared with other 

cities 195 

vSupervised study 540, 573 

Supervision 426 

Supervision of home training work 761 

vSupervision, reorganization of 8 

Supplementary reading 49, 238 

Swedish, high school 638 

System of accounting, adequate 11 

Tax rates in St. Paul 195 

Teacher Advisers 573 

Teachers in the primary grades 233 



INDEX 961 

Teachers' salaries, expenditure per capita of average daily at- 
tendance for 203 

Teaching stafif, high schools 557 

Teaching pupils to study 544, 573 

Technical high school 173 

Courses of study 727 

Need of 701, 711, 727 

Technical knowledge increase 266 

Telephony, course in 840 

Temperature of classrooms 100 

Term of office of Commissioner 9 

Of Superintendent of Schools 9 

Tests in reading 342 

Texts books, expenditure per capita of average daily attendance 

for 203 

Textiles and clothing, course in , 778 

Textiles, millinery and dressmaking, course in 797, 830, 846 

Thorndike, Edward L., Scale for Measuring Ability in Read- 
ing 348, 375 

Three million dollar expenditure for new buildings and sites. . . . 209 

Time allotment for the primary grades 236 

Time schedule, daily 498 

In fifty cities 500 

Toilet recommendations, sufficiency of 119 

Toilet paper 119 

Total school expenditures for outlays, 1899-1915 208 

Trabue, M. R., Completion Test Language Scales 435 

Trabue, M. R., Supplement to the Eillegas Composition Scale 437 

Trade and commerce requirements 670 

Trade extension courses for men 833 

For women 843 

Trades, supply of workers 679 

Trade unions 680 

Types of schools recommended , 711 

Typewriting, high school 643 

Understanding of Sentence Test, E. L. Thorndike 348, 375 

University of Minnesota, evening classes, extension work 702 

Upper grades, instruction in . . . ., 242, 421 

Variation of achievements of schools — 

Arithmetic 323 

General 411, 482 



962 INDEX 



^<.£ 



Penmanship 336, 340 

Reading 346, 365, 366, 392 

Spelling 284 

Variation of pupils of same school — 

Arithmetic 323 

Penmanship 338 

Reading '. . . .346, 367, 392 

Spelling 285 

Variability in attainments, causes , 264 

Variability of school products 264 

Ventilating systems 98 

Ventilation of toilet rooms ., . . . 118 

Ventilation tests , 101 

Vocabulary Scale and Tests , 345 

Vocational education ,. . . . 661 

Vocational education in St. Paul — 

Present conditions 673 

Recommendations 706 

Vocational education, need of 664, 667 

Vocational education, types needed in St. Paul 667 

Vocational guidance, high school 574 

Vocational training and the needs of St. Paul 691 

Vocational training — 

Elementary 684, 719 

High school 687, 732 

Vocational training for girls and young women 758, 810 

Vocations, how for do they train their own workers properly. . . . 673 

Vocations, opportunities for discovering aptitudes 683 

Vocations, opportunities for special preparations in 686 

Vote on bond issue 210 

Voters, ward increases in 182 

Washing and bathing facilities 122 

Water supply 120 

Wealth of St. Paul 195 

Webster School 150 

Welding, course in 840 

Window area to floor area — 

Relationship of 134 

Distributed by schools 135 

Woody, Clifford, Measurement of Achievements in Arithmetic 293 

Work carried by pupils 575 

Writing, Palmer method 537 



